Feasibility and value of using a GoPro camera and Apple iPad to study teacher-student assessment feedback interactions

Book chapter

van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy. (2019). Feasibility and value of using a GoPro camera and Apple iPad to study teacher-student assessment feedback interactions. In In B. P. Veldkamp and C. Sluijter (Ed.). Theoretical and Practical Advances in Computer-based Educational Measurement pp. 339 - 359 SpringerOpen. https://doi.org/10.1007/978-3-030-18480-3_18

Authors	van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy
Editors	B. P. Veldkamp and C. Sluijter
Abstract	The importance of effective feedback for learning is widely recognised. However, much of the previous research on assessment feedback has paid limited attention to the nature of feedback interactions, and teacher and student perspectives. Innovations in technology have opened up possibilities to capture such interactions for research and professional development purposes. This study investigated the feasibility and value of using easily accessible equipment for practitioner use and research purposes. Specifically, the study focussed on use of a GoPro camera and an Apple iPad in capturing one-to-one teacher-student feedback interactions, and subsequent individual video-stimulated recall (VSR) for self-reflection. Six teacher-student pairs in three Australian secondary schools participated in the research. Evidence collected included technical data and characteristics of the devices, teacher and student experiences, and researchers’ experiences and reflections. While the iPad and GoPro were both useful for capturing interactions, the iPad was more useful and practicable for VSR interviews. Findings suggest that such technology has potential for use by teachers and students to improve reflection and feedback interaction, and thus to enhance student learning. The researchers identified several technical issues that occurred in a range of settings and make suggestions to overcome these issues.
Keywords	video technology; feedback; teacher-student interaction; video-stimulated recall
Page range	339 - 359
Year	2019
Book title	Theoretical and Practical Advances in Computer-based Educational Measurement
Publisher	SpringerOpen
Place of publication	Netherlands
Series	Methodology of Educational Measurement and Assessment
ISBN	9783030184797
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-3-030-18480-3_18
Open access	Open access
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	OA_van_der_Kleij_2019_Feasibility_and_value_of_using_a.pdf License CC BY 4.0

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Adie, Lenore. (2010). Developing consistency in teacher judgement formation through online meeting centres. Journal of Learning Design. 3(2), pp. 14 - 26. https://doi.org/10.5204/jld.v3i2.47

Moderation as judgement practice : Reconciling system level accountability and local level practice

Klenowski, Val and Adie, Lenore. (2009). Moderation as judgement practice : Reconciling system level accountability and local level practice. Curriculum Perspectives (Journal Edition). 29(1), pp. 10 - 28.

Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends

Cumming, Jacqueline Joy and Mawdsley, Ralph D.. (2009). Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends. International Journal of Law and Education.

Framing assessment today for the future: Issues and challenges

Cumming, Joy and Wyatt-Smith, Claire Maree. (2009). Framing assessment today for the future: Issues and challenges. In In C. H. Ng and P. Renshaw (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 1 - 16 Springer.

Changing assessment practices : the case for online moderation

Adie, Lenore. (2009). Changing assessment practices : the case for online moderation. Australian Association for Reseach in EducatIon. Australia: Australian Association for Reseach in Education (AARE). pp. 1 - 14

Assessment challenges, the law and the future

Cumming, Jacqueline. (2009). Assessment challenges, the law and the future. In In C. Wyatt-Smith and J. Cumming (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 157 - 179 Springer.

Educational Assessment in the 21st Century: Connecting Theory and Practice

Wyatt-Smith, Claire and Cumming, Joy. (2009). Educational Assessment in the 21st Century: Connecting Theory and Practice Springer.

Educational malpractice and setting damages for ineffective teaching: A comparison of legal principles in the USA, England and Australia

Mawdsley, Ralph D. and Cumming, Joy. (2008). Educational malpractice and setting damages for ineffective teaching: A comparison of legal principles in the USA, England and Australia. Education and the Law. 20(1), pp. 25 - 46. https://doi.org/10.1080/09539960802114344

The origins and development of education law as a seperate field of law in the United States and Australia

Mawdsley, Ralph D. and Cumming, Jacqueline Joy. (2008). The origins and development of education law as a seperate field of law in the United States and Australia. Australia & New Zealand Journal of Law & Education.

Legal and educational perspectives of equity in assessment

Cumming, Joy. (2008). Legal and educational perspectives of equity in assessment. Assessment in Education. 15(2), pp. 123 - 135. https://doi.org/10.1080/09695940802164168

Reliability of student informants and strip searches

Mawdsley, Ralph D. and Cumming, Joy. (2008). Reliability of student informants and strip searches. West's Education Law Reporter. 231(1), pp. 1 - 5.

Editorial

Cumming, Joy. (2008). Editorial. International Journal of Law and Education. 13(1), pp. 3 - 6.

Building a nation: Religion and values in the public schools of the USA, Australia and South Africa

Mawdsley, Ralph D., Cumming, Joy and de Waal, Elda. (2008). Building a nation: Religion and values in the public schools of the USA, Australia and South Africa. Education and the Law. 20(2), pp. 83 - 106. https://doi.org/10.1080/09539960802271391

The hegemonic positioning of 'Smart State' policy

Adie, Lenore. (2008). The hegemonic positioning of 'Smart State' policy. Journal of Education Policy. 23(3), pp. 251 - 264. https://doi.org/10.1080/02680930801923831

Moderation as judgement practice: Reconciling system level accountability and local level practice

Klenowski, Valentina, Adie, Lenore, Gunn, Stephanie, Looney, Anne, Elwood, Jannette, Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2007). Moderation as judgement practice: Reconciling system level accountability and local level practice. In P L Jeffery (Ed.). AARE 2007 International Educational Research Conference Papers. Australia: Australian Association for Research in Education. pp. 1 - 29

Teacher judgment: Building an evidentiary base for quality literacy and numeracy education

Wyatt-Smith, Claire, Cumming, Joy, Elkins, John and Neville, Mary. (2006). Teacher judgment: Building an evidentiary base for quality literacy and numeracy education Griffith University.

Literacy teaching and learning in Victorian schools

Czislowski-McKenna, Ann T., Cumming, Joy, Wyatt-Smith, Claire Maree and Elkins, John. (2006). Literacy teaching and learning in Victorian schools Australia: Victoria Dept. of Education and Training.

Redesigning assessment

Wyatt-Smith, Claire, Cumming, Joy and Elkins, John. (2005). Redesigning assessment. In Teaching middle years: Rethinking curriculum, pedagogy and assessment pp. 271 - 299 Allen & Unwin.

Uncertainty, error and risk in human clinical judgment: Introductory theoretical frameworks in paramedic practice

Shaban, Ramon Z., Wyatt-Smith, Claire and Cumming, Joy. (2004). Uncertainty, error and risk in human clinical judgment: Introductory theoretical frameworks in paramedic practice. Australasian Journal of Paramedicine. 2(1), pp. 1 - 12. https://doi.org/10.33151/ajp.2.1.263

Key assessment issues for the future

Cumming, Joy and Wyatt-Smith, Claire. (2004). Key assessment issues for the future. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 219 - 229

Curriculum Literacies: expanding domains of assessment

Wyatt-Smith, Claire and Cumming, Joy. (2003). Curriculum Literacies: expanding domains of assessment. Assessment in Education. 10(1), pp. 47 - 59. https://doi.org/10.1080/0969594032000085749

Literacy and the Curriculum: Success in Senior Secondary Schooling

Cumming, Joy and Wyatt-Smith, Claire. (2001). Literacy and the Curriculum: Success in Senior Secondary Schooling Australian Council for Educational Research.

A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research

Cumming, Joy and Wyatt-Smith, Claire. (2001). A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research. In Literacy and the Curriculum: Success in Senior Secondary Schooling pp. 2 - 10 Australian Council for Educational Research.