Nadira Saab
Using video to facilitate reflection and feedback on professional practice is applied in several domains of higher education, such as nursing communication training (Yoo & Chae, 2011), teacher training (Wu & Koa, 2008) and training of language skills (Cheng & Chau, 2009). Students’ performances are recorded and analysed by themselves, their peers and/or their teacher. This video analysis can be used in a summative way, where teachers assess the skills of the student in order to evaluate student competence. Video analysis can also be used in a formative way, in which feedback and assessment are provided during students’ learning process, with the aim of improving their perfomance based on this assessment. Formative assessment can be conducted by the teacher, but also by students in the form of peer- and self assessment.
In this study, we investigate how and to what extent self- assessment and peer assessment can be valid assessment tools when using video in courses on professional practical skills, by analysing and comparing types of feedback. We used the online platform Pitch2Peer. In Pitch2Peer any comment can be annotated to a specific moment in the video. Students will be asked to upload a video of a particular performance, the student and his/her peers will be instructed how to analyse the video and reflect (self-assessment) or give (peer) feedback. Finally, the teacher provides feedback as well.
The following main research question is addressed: How can video on professional practices in university courses be used in a valid and useful way for assessment and feedback?
In the attached table the subprojects and outcomes are presented.