Student Estimates of Public Speaking Competency: The Meaning Extraction Helper and Video Self-evaluation

Technology and Feedback Design

“…While self-assessment is recognised as an important component of students' development as lifelong learners (Hawkins et al, 2012), it has also been shown that self-perceptions are often inaccurate when compared with expert or educator assessment (Hawkins et al, 2012;LeFebvre, LeFebvre, Blackburn, & Boyd, 2015). However, digital recordings have emerged as a means of facilitating and improving students' self-assessment, a trend that has been facilitated by audio and video recording technologies becoming simpler, cheaper and more readily available in educational contexts (O'Loughlin, Ní Chróinín, & O'Grady, 2013).…”

“…Digital recordings allow students to review and critically assess a recording of their own performance (LeFebvre et al, 2015), an affordance of particular value in disciplines which require the development of practical skills, and for transitory assessments such as oral presentations (Barry, 2012;O'Loughlin et al, 2013). Video and audio recordings are the most common digital recording formats, and may be used in a range of circumstances.…”

“…Using digital recordings in the self-assessment process is an opportunity for students to identify discrepancies between their perceived and actual performance (LeFebvre et al, 2015). An iterative assessment design is often implemented, whereby a student is recorded undertaking a task, following which they complete a self-assessment; the recording is then reviewed, and a revised self-assessment takes place (Hawkins et al, 2012;Plant, Corden, Mourad, O'Brien, & van Schaik, 2013).…”

“…The initial self-assessment stage prior to reviewing the recording may also be omitted (Barry, 2012;O'Loughlin et al, 2013), while semi-structured interviews, during which a student's recording is viewed and discussed, offer an alternative format to written self-assessments (Plant et al, 2013). Explicitly encouraging students to undertake self-feedback is most common in language and communications disciplines; self-feedback may be directed through prompts such as open-and closed-ended questions, detailed instructions, and asking students to write reflexively on their own recorded performance (S.-C. Huang, 2016;LeFebvre et al, 2015).…”

“…Students may also be unable to effectively use digital recordings to self-assess if it is not clear to them how to judge their own performance, and against what standard (Hawkins et al, 2012). LeFebvre et al (2015) therefore recommend the use of exemplars to enable students to recognise effective (or ineffective) practices when reviewing their own recordings. Clear educator guidance, along with structured rubrics, is also recommended to support students in developing their own self-assessment capacity (O'Loughlin et al, 2013).…”