Cristin-resultat-ID: 1630782
Sist endret: 15. november 2018, 10:04
Resultat
Vitenskapelig foredrag
2018

Video feedback and assessment for learning, use of digital assessments in kindergarten teacher education

Bidragsytere:
  • Camilla Helen Ødegården Aanstad og
  • Inger Vigmostad

Presentasjon

Navn på arrangementet: NERA 2018 46. Congress
Dato fra: 8. mars 2018
Dato til: 10. mars 2018

Om resultatet

Vitenskapelig foredrag
Publiseringsår: 2018

Beskrivelse Beskrivelse

Tittel

Video feedback and assessment for learning, use of digital assessments in kindergarten teacher education

Sammendrag

Video feedback and assessment for learning, use of digital assessments in kindergarten teacher education Research topic/aim: In the Norwegian strategy plan Digitaliseringsstrategi for universitets- og høyskolesektoren 2017- 2021 main goals are to enhance high quality in higher education and research and an efficient, diverse and solid higher education sector. For students, some of the aims are to meet an academic community of teachers and students where digital tools are used, in active and varied learning and assessment forms that create the best learning outcomes and provide the professional and digital qualifications students will acquire in the study program. The students should have access to a modern, personal learning environment that facilitates individual learning, efficiency, interaction and flexibility in the study. This call for a research question: In what way may verbal feedback as assessment in forms of short videos affect student’s perceptions of their own motivation and learning outcome? Theoretical framework: Assessment feedback is important and central to students’ orientation to learning (McConnell, 2006). Research show that feedback contributes to the quality of student experience improves motivation and facilitates students’ development and improved future performance. In order to improve the value of feedback, some principles relating to the design of teacher-created feedback have been developed (Henderson & Phillips, 2014). In order to apply them, the potential of video as an alternative method to text-based feedback will be focused on in this presentation. Video-based assessment feedback in response to students’ written assignments has shown that Australian students report them as being specific, personalized, supportive and motivating, but also weaknesses as anxiety about watching videos and difficulties in matching comments and the text-based assignments (Hattie & Timperley). Methodological design: Our research design is an intervention with control groups. Among 100 students are divided into two equally large groups. The students are given the same written task to be individually resolved. One of the groups the feedback will be given as a text-based assessment, and the other group will get a video-based feedback assessment. All the students will be asked to participate in a survey where the questionnaire focus are the students’ experiences with the feedback and how the assessment affects their learning outcome and motivation. The result from the questionnaire from both groups will be compared. Expected conclusions/findings: We are expecting findings in these following areas: A positive response to the video-based feedback, and that the video-based feedback is experienced more individualized than the text-based feedback. The individualization might be understood as a personal assessment. In additional we expect to find that the video-based feedback is perceived as supporting and that this might affect the students’ motivation. Relevance to Nordic educational research: Despite a focus on quality in assessment in higher education there are signs that assessments do not fulfill their possibilities in affecting the students learning outcome. Research on video-based feedback assessment might answer some questions about personal verbal feedback and students experiences of their own motivations and learning outcome.

Bidragsytere

Camilla Helen Ødegården Aanstad

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk – Lillehammer ved Høgskolen i Innlandet

Inger Vigmostad

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk og livslang læring ved Norges teknisk-naturvitenskapelige universitet
1 - 2 av 2