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Articles

Vol. 3 No. 1 (2023): Activity theory in technology enhanced learning research

A second pair of eyes: Remediating formative assessment in a clinical optometry module using a video annotation tool

DOI:
https://doi.org/10.21428/8c225f6e.8f08198b
Submitted
9 August 2026
Published
15-08-2026

Abstract

This paper studies how implementing video-based formative assessment using an online video annotation tool remediates an existing approach to formative assessment and exam preparation in a clinical optometry module. Using a case study methodology and an activity theoretical framework, and incorporating Engeström’s notion of expansive learning, it analyses uses of the tool and practice change among a group of 20 undergraduate students. It highlights the contextual factors that inform the development of the new activity system and the multiple contradictions inherent in it. In doing so, it contributes to the literature on student experiences of video-based formative assessment in health HE. It finds that students are likely to experience the benefits of the approach, such as supportive, objective, and contextualised feedback, if tutor and student roles are clearly communicated and tutors are flexible, adopting either more tutor-facilitated or more student-centred approaches to peer assessment to suit the needs of different peer groups. Using example videos and posts to scaffold reflection and feedback might reduce some of the affective barriers to participation and build group dynamics and interaction.

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