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