I have been having a closer look at Canvas and today I found video feedback. It’s an unassuming little button available on the SpeedGrader (you can see it in action in this webinar Google Apps + Canvas = BFF) and more information is available in the Canvas documentation for SpeedGrader.
If you like the idea of speech recognition then Canvas SpeedGrader also includes options for using Chrome speech recognition when also using the Chrome browser.
Why am I so excited by these? If you look back over some of my earlier posts and writings you’ll know that I think a video is the most powerful way to communicate with students so that they get the best out of assignment feedback.
I find myself having a rather immature emotional reaction to this subject. It stems from experiencing years of inauthentic assessment at a grammar school during the 70s when the only thing that mattered was memory. This also is pretty much the only thing I don’t have, as I have intelligence in bucket loads! (I’m not saying this to blow my own trumpet, only in order to try to throw light on how frustrating, and damaging, experiencing false assessment can be.)
So from a deeply personal perspective I am hyper-aware that assessment of knowledge is a very different thing than assessment of memory. When I finally discovered the joy of learning, it came hand in hand with being assessed for work I was doing, whether that was simply writing an essay (in the peace of my own room) or producing a film in a group of like-passioned people.
Therefore I am tempted to define authentic assessment as judgement of students’ knowledge and learning through means other than memory.
However, it is clear from reading Whitelock and Cross (2012) and Mueller (1993) that this requires a far more thoughtful and positive response! The former demonstrate that the argument over its definition has raged for many years but the latter produces quite a simple definition:
“A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.”
Having taught KS3 & KS4 the problems of authentic assessment are very obvious; sheer numbers of students requiring frequent reporting of progress; the simplest and quickest way to get information is to set a summative computer marked test. Nevertheless changes in use of materials in exams are certainly a move in the right direction, for example in English language and literature, students are supplied with texts to analyse and are not required to quote by rote. This differs hugely from my experience in the 70s having to memorise poems, novels and Shakespeare plays. Unfortunately our current government seems intent on returning to this type of testing and eradicating coursework.