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Use of Video Annotation
Software in Assessment &
Feedback
Graeme Knowles
Head of Education Innovation
WMG
Introduction
WMG, University of Warwick
• Part of University of Warwick
• Mix of:
• Full & Part-Time Masters
Programmes (UK)
• Full and Part-Time Undergraduate
Programmes (UK)
• Degree Apprenticeships
• Overseas Programmes
• Wide variety of engineering and
management courses
Context
• Group working is a key part of teaching &
assessment at WMG
• Up to 30% of module mark is typically
group work
More Context
• High stakes feedback
• Only after submission for summative
assessment
• Stressful
• Students focused on outcome not
improvement
• Staff focused on justification of marks
• Detailed feedback usually verbal and
transient
• Lots of effort for minimal impact
Thinking Process
• Embed video assessment & feedback as
piloted during the pandemic
• Less stressful and more equitable
• Use this to enhance reflection and learning
• Targeted and detailed feedback
• Enduring resource which can be used for improvement
• Opportunity to demonstrate learning by embedding
formative feed-forward loop
• Don’t create additional burden on staff
• Evaluate impact
• Chose GoReact as it was tried and tested
• Easy to use for both staff and students
• Good links to Moodle etc.
Set up
• Frame as a learning tool
• Not just an assessment tool
• Feed-forward approach
• Final feedback incorporates demonstrated
learning
• Marks specifically allocated to how well
feedback had been used
• Use a clear rubric to underpin comments
• Had been less formal than for written work
• Students need to understand why marks are
allocated
We’re listening
• Student (and staff) were very positive:
• “I would recommend this approach”
(100%)
• “My learning was deepened by
reviewing feedback on my video” (96%)
• “I found it easier to reflect on my
team’s progress by reviewing our
recording” (92%)
n = 55
Moving Forward
• Rolling out the approach
• Degree Apprenticeships have a particular
need
• Incorporating peer elements to enhance
reflective element
• Annotation software enhances this
• Fuller evaluation
• Beyond self- reported benefits
• Self efficacy is the current focus
• Support for staff in the transition
• Pedagogic & technical
Learning
• Feedback incorporating video annotation cand improve reflection not just
feedback quality
• Ease of use is paramount
• Using feed-forward embeds learning
• Use a clear rubric
• Students like personalised feedback

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JISC Video assessment session.pptx

  • 1. Use of Video Annotation Software in Assessment & Feedback Graeme Knowles Head of Education Innovation WMG
  • 2. Introduction WMG, University of Warwick • Part of University of Warwick • Mix of: • Full & Part-Time Masters Programmes (UK) • Full and Part-Time Undergraduate Programmes (UK) • Degree Apprenticeships • Overseas Programmes • Wide variety of engineering and management courses
  • 3. Context • Group working is a key part of teaching & assessment at WMG • Up to 30% of module mark is typically group work
  • 4. More Context • High stakes feedback • Only after submission for summative assessment • Stressful • Students focused on outcome not improvement • Staff focused on justification of marks • Detailed feedback usually verbal and transient • Lots of effort for minimal impact
  • 5. Thinking Process • Embed video assessment & feedback as piloted during the pandemic • Less stressful and more equitable • Use this to enhance reflection and learning • Targeted and detailed feedback • Enduring resource which can be used for improvement • Opportunity to demonstrate learning by embedding formative feed-forward loop • Don’t create additional burden on staff • Evaluate impact • Chose GoReact as it was tried and tested • Easy to use for both staff and students • Good links to Moodle etc.
  • 6. Set up • Frame as a learning tool • Not just an assessment tool • Feed-forward approach • Final feedback incorporates demonstrated learning • Marks specifically allocated to how well feedback had been used • Use a clear rubric to underpin comments • Had been less formal than for written work • Students need to understand why marks are allocated
  • 7. We’re listening • Student (and staff) were very positive: • “I would recommend this approach” (100%) • “My learning was deepened by reviewing feedback on my video” (96%) • “I found it easier to reflect on my team’s progress by reviewing our recording” (92%) n = 55
  • 8. Moving Forward • Rolling out the approach • Degree Apprenticeships have a particular need • Incorporating peer elements to enhance reflective element • Annotation software enhances this • Fuller evaluation • Beyond self- reported benefits • Self efficacy is the current focus • Support for staff in the transition • Pedagogic & technical
  • 9. Learning • Feedback incorporating video annotation cand improve reflection not just feedback quality • Ease of use is paramount • Using feed-forward embeds learning • Use a clear rubric • Students like personalised feedback