Background and theoretical framework 

Research in assessment recognize formative feedback as crucial to enhance student learning and achievement (Black et al., 2004; Black & Wiliam, 1998; The Assessment Reform Group, 1999). Feedback can be related to giving information about the gap between actual level of performance and the desired outcome of a learning process, aiming to reduce the gap through formative feedback to the learner (Ramaprasad, 1983; Hattie & Timperley, 2007). Thus, feedback comprises information to the learner about performance as well as information about how to reach the learning aims. This points to an understanding of assessment as both formative and summative and the well-known concepts of assessment for and of learning (Wiliam, 2011). These perspectives have been developed in a comprehensive body of research in assessment internationally and integrated in classroom practice in numerous countries (Baird et al., 2014; Hattie & Timperley, 2007). Research in formative feedback has shown promising result as regards student learning. However, effective formative feedback must be practiced within a teaching design promoting students` use of feedback, develop common understanding of learning aims and provide quality feedback, such as timely and specific feedback, and detailed information about next step in the learning process (Hattie & Timperley, 2007).

In the Norwegian context, formative assessment and assessment for learning have been implemented in the curricula and assessment regulations since 2006, including students` self-assessment. Formative assessment as a concept is an essential part of the assessment regulations, describing when and how to assess formatively. Several national initiatives to support implementation of formative assessment in schools have been developed since 2007 (Norwegian Directorate for Education and Training, 2018). Despite this effort, there is still need for further development of formative assessment to support learning, and the annual student survey reveals decrease in formative feedback the higher in the education system (Norwegian Directorate for Education and Training, 2023). Rambøll Management Consulting (2020) shows lack of enough time to give feedback and that grades overshadow students` awareness of the learning potential in formative feedback.

Practical and pedagogical challenges related to implementation of formative feedback in teaching design call for new tools for working with formative assessment as a resource for learning in classrooms (Heitink et al., 2016) and several studies have investigated use of digital tools as useful for effective formative feedback in education (Henderson & Philip, 2015; Dawson et al., 2019; Mahoney et al., 2019). More specific, several studies show that use of video in formative feedback to students provides new opportunities for quality feedback and demonstrate more timely, detailed and personalized formative feedback which students use in further learning (Dawson et al., 2019; Kay & Bahula, 2020; Mahoney et al., 2019).

The literature review indicates that former research in VF is related to higher education and higher education institutions outside the Nordic countries. Research in VF also focus mostly on VF in language studies and studies where students receive feedback on written text (Bakla, 2017; Mahoney et al., 20219; Kay & Bahula, 2020). To our knowledge, there are few studies of use of video feedback (VF) in formative assessment in upper secondary school and from teachers` perspective. This study therefor aims to investigate upper secondary teachers` experiences with the use of video feedback to enhance students` learning. The study focus on whether VF provides new conditions for formative assessment. The research questions are:

a)      How do teachers use video in formative assessment?

b)     What kind of advantages and challenges can be identified in using video feedback?

Methods Data are based on qualitative individual interviews with eight teachers in two upper secondary school in Norway. The teacher informants have from 10 to 30 years of experience as teachers, and from two to ten years’ experience with VF. The initial recruitment of informants was supported by the schools` headmaster, followed by teachers recruiting colleagues according to the selection criterion. The informants represent teaching in a broad range of subjects, both in general study programs and vocational programs in upper secondary school, e.g., languages, social sciences, natural science and mathematics, and economy/ business studies. The semi-structured interview guide comprises five topics: 1) background and motivation for using VF, 2) the use of VF and VF as part of planning of teaching and assessment, 3) advantages and challenges in using VF, 4) experiences with other assessment tools and forms of assessment, and 5) experiences with supportive colleagues and leadership in schools. To analyse data, we used thematic content analysis as a flexible framework for identify and classify patterns in the data (Krippendorff, 2004). The analysis started with an open inductive coding by two researchers, and the coding was compared and negotiated in several cycles. In the next step of the analysis process, we analysed the codes deductive and in relation to the research questions. This analysis lay ground for establishing topics and themes. The themes are the basis of the categories, presented under Results. Drawing on Geertz (1983), the themes and categories are defined and named close to the informants’ descriptions and stories. In both analysis steps, the researchers interpreted and coded the material individually before the negotiation and discussion of interpretations and establishing the themes. To analyse data in several cycles and by more than one researcher might have strengthened the validity and reliability of the study. The common interpretation of data and negotiation of codes and themes also helped to validate different interpretations of the data (Malterud, 2017). The study is conducted according to ethical guidelines in research (NSD-Norwegian centre for research data).

Results and conclusion The main findings show a formative use of VF to promote learning in the formative assessment in school subjects. VF is referred to as a new prerequisite for assessment and for increased quality feedback. The teachers report that the students engage in and use the VF during their learning processes, compared to written feedback, which to a lesser extent are read and used by the students. The findings also show that VF is a flexible format for giving feedback. VF provides scope and space for detailed, extensive and individual feedback, as well as information about the next step in learning. For example, the function “show and tell” in the computer program is valued by the teachers as an important tool for formative feedback. The use of VF also supports building relationship between the students and the teacher, although the communication is asynchronous. According to the teachers, the students experience to be “seen” and recognized by the teacher through the quality feedback. One of the challenges in the use of VF is related to the school leadership and priorities. Important prerequisite for using VF is the funding of adequate software and access to study office. Although this study investigates VF with a small sample of informants, we find the results interesting due to VF as a tool for quality feedback and that the results are in line with previous research. Our study investigates use of VF from teachers` perspective and the findings must be interpreted with respect of self-report bias. Further research including students as informants might bring forward important information about VF in formative feedback from a student perspective. Analyses of the videos is also a relevant topic to investigate related to the research in VF.

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