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Use of video for self, peer and teacher assessment

This video explores how video can support peer, self and teacher feedback and assessment.
The lesson was focusing on body tension, specifically within the front landing because it’s something I’ve picked up on that the girls, while they can do the skill safely, it’s not looking as good as it probably should be especially for GCSE standards. So we’re using the iPads to actually video it, slow it right down and pick out exact points as to what the girls could improve. ‘Okay girls, so this is the Hudl app that I got you to download. So I’ve taken a video off our PE system of a professional and a video of Anna and we’re going to have a look at them both doing a front landing and we’re going to compare them.
So at any point I can pause this video okay? Now, you can see she’s in a straight position. Now, I can then draw through the picture so I can see that she is in this position, for example. Now if you are getting perfect body tension what should that line look like?’ They sometimes have a perception in their mind their body’s doing something completely different so we’re kind of working… I’m telling them to do one thing but sometimes students might think that they are doing it. It’s very difficult then to kind of describe exactly what you want them to do. So students would make progress but sometimes it would be a lot slower progress.
I think with using the iPad, what we can do is… I can perform, demonstrate a skill and somebody can film that but straightaway I can slow that right down so then students get a much better understanding of what that skill then should look like. So what happens is, you sign up for a Hudl account and you can then video your performer, you can freeze frame it, make it slower. You can draw on it, you can annotate it, you could make voice recordings over it but the most exciting part is you can compare it to a professional model. So they have a bank of professional models on the system, loads.
Unfortunately they didn’t have the skill we were doing; trampolining, so I couldn’t exactly film it like that so what I did is took one of our professional videos and exported it into the system so then I could put them side-by-side. So you can take the videos from anywhere. ‘Now another thing we can do, it’s very impressive, we’re going to do this on my iPad at the end is we can compare videos. So I’ve already got a video of Anna, which is here, so we can now compare both videos and we can see if Anna’s position is similar to the position of the professional. What’s slightly different about Anna’s position compared to the other one? She’s a little bit bent.
So what, straight away as coaches, feedback, what could you see that could improve Alice’s performance there with her front drop? Yes, so just straighten out a little bit earlier okay? So just so you can see that. But is her height good? Yeah, you can literally see they are almost exactly the same height, so the height is really, really good. It’s just that straightening out quicker that you can work on. Does that make sense girls? This app’s really easy to use. Now, how today is going to work is we’re going to focus on front drops only because that’s the one that’s the easiest to spot the body tension.
One person is going to be performing, one person is going to be filming on the Hudl app, so you’re the camera woman, and the other person is going to be giving the feedback. So straight away you can say, I’m not sure about your legs etc. etc. As soon as the video has been taken, you take the iPad off the camera woman, you will look at it, you will analyse it, and then you’re going to feed back to your performer. You can take a few videos, you don’t have to do it in one shot, I want to have the best you can.
Basically, I want to be able to see your position and we should be able to come back and compare your videos to this professional. We’ll see if they’re any good. We’re aiming for this nice straight line there rather than a diagonal line with bent legs. Does that make sense? Girls, once you’ve got a good video then get your performer, have a look at it, and draw some lines and analyse; give them really good feedback. I want to hear really professional feedback now. You know what a front drop should look like. See what I mean about her legs at the end? Slightly bent. Girls, have a look at the landing phase as well because that’s really important.
Part of the GCSE PE is analysing performance so for them it’s a massive learning help in order to start doing it now and have a look at what is good feedback. How do we analyse this personal performance? So in that respect, it’s really, really helpful. [classroom conversation] So it’s not just a case of, maybe we film. Sometimes a photograph can be really effective as well on the iPad. Sometimes it could be using the voice recorder.
Sometimes it could be using the notes section to make notes so there’s lots of different ways in which we could use them but it was a case of playing about with them as a department and coming back together and sharing those ideas, expanding those ideas and then kind of building them into the schemes of learning. The first thing I was doing was going around each group and making sure they were giving the correct kind of feedback because sometimes it’s very easy to go, ‘Oh your legs weren’t straight’, which isn’t… it is feedback, but it’s not very helpful feedback.
They’re not going to be able to improve on that so it’s just making sure that they fully understood the exact points they need to look at and then just to further reiterate that, I put it up on the board and got one of the students that I filmed again and compared it and I went round each trampoline and asked for a specific piece of feedback just to consolidate and make sure they knew exactly what it was they were looking for. It gives the students the tools to be able to do the teacher side of things. We’ve got lots of little mini teachers in there kind of supporting the lesson which is really effective.
I think it had a massive impact today. The progress was evident and they learned more today, I felt and from what they’re telling me than they would without the iPads. I think they really appreciated being able to watch their performance in so much detail and the fact that their peers were giving them so much detailed feedback really helped them improve. It was really impressive. When I first started, it wasn’t easy. I found it a bit more difficult but I just stuck with it, gave it a go and now it’s just part of my everyday teaching and I think other people can find it as easy as that. Just finding the right thing that works for you.

In this video, Kayleigh Blanchard, PE Teacher and Peter Watts, Assistant Head at Chesterton Community College (secondary), share how pupils are making use of video in PE lessons to assess their own performance and that of their peers.

Kayleigh and Peter speak of the benefits of using video for self and peer assessment in the PE classroom. The use of video provides pupils with a perspective on their performance that is impossible to achieve by any other means. The tool used can encourage thorough analysis and prompt coaching feedback on areas for development.

The tool used by Kayleigh is:

  • Hudl – a sports coaching app

Whilst Kayeigh and Peter reference the use of iPads, consider what might enable you to achieve similar in your own context if you don’t currently have access to iPads.

If you choose to focus on this case study as part of this week’s learning, you can share any initial reflections and questions with the course community in the comments space below.
  • How might any of these approaches be applied in your own context to solve a challenge you’ve identified?
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Using Technology in Evidence-Based Teaching and Learning

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