This year I have been working on videoing the feedback that I am giving to my sixth form students. My AS class produced an essay on the extent to which Hitler's consolidation of power was achieved in a legal manner. I then videod the feedback and the students used the feedback to improve their original draft using DIRT. Initial reactions suggested that this method was a very effective way of disseminating feedback with the student voice being very positive and the DIRT showing that the students had made real progress towards their targets.
Looking at what the students produced in their books and what they thought about the activity only got me so far. Yes, I was pleased with the impact that the video had on the students and their DIRT but would it have lasting impact?
Using the video feedback in this way felt a lot more 'joined up' than before and the impact was clear as students who had missed one of the videos didn't make as much progress as those who had benefited from both. A example of the type of video I produced is below:
In terms of the actual impact, of the 9 students (producing 27 targets) who had both videos, 11 targets were met outright, with 13 targets being partially met and 3 not being met.
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| A 'A' grade student clearly showing progress towards their targets |
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| A 'C' grade student clearly showing progress towards their targets |
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| Student voice explaining how effective the video feedback was |
The students then produced a second essay on the reality of the 'Economic Miracle' within Nazi Germany. There were some similarities with the first essay as they both looked at 'how far' and both asked the students to engage with an opening statement. I therefore felt that the students would be able to apply some of the targets that they received in the previous essay to this one.
The students selected three targets that they received last time and applied them to this essay. In some cases these targets were formed through a bit of consultation with me; as some students picked very specific targets that needed broadening slightly. That said all of the targets truly reflected the feedback that I had given the students.
When the students handed their essays in and I videod my feedback I began by focusing on these three targets and whether I had felt that the students had met them. If they hadn't met them, or they were still working towards them, I then offered further advice to help them achieve their targets.
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| A student uses the video and her own opinion to assess her progress against her targets |
In terms of the actual impact, of the 9 students (producing 27 targets) who had both videos, 11 targets were met outright, with 13 targets being partially met and 3 not being met.
Obviously, I don't have a control group to measure this against but it does feel like the video feedback has had an impact that is greater than simply writing out the feedback. I would usually expect a higher number of targets not met across 9 students. Although I have no evidence, I believe that the figure would be close to half without the video feedback. The video below is a video blog of the process (it is an updated version of the video in the previous blog post):