Using iPad's to give Exam feedback and Create AfL Targets

I have been using my iPad @Rossett for the past month or so. It has really helped transform and invigorate giving exam feedback and today I tried to take this to the next level. In the past I have created a video that goes through the exam and we have watched it as a class or as a homework. This has worked okay but I wanted to develop this and develop the 'personal learning' aspect of the feedback.
Before I continue I am in debt to Mr Mark Bulmer @MrBulmerPE (Rossett's-most-featured-in-iPad-magazines) for his excellent blog on using iPad's in this kind of way in PE. I also do not profess to be breaking any new ground with this but simply to be recording my reflections of the process.

I started by marking a mock exam that I had set for homework and then produced the following video using the app Explain Everything. (I wouldn't watch all of this but if you flick through it you can get the idea of what I have produced)

At the start of the lesson I gave each of my students their scripts back, a piece of blank card, and i gave each pair an iPad. Then I asked them to watch the video and produce a AfL target sheet with targets for each question that applied to their individual performance. They had to write targets that could apply to any GCSE history paper of this type in one colour and more specific ones in another colour. I told them to pause the video whenever they required. I then set them off, most students used their headphones but some just let my video play out loud. I had an activity ready for when they finished. The students worked through the video (itself 22 minutes long) in about 25-30 minutes. Below is a short video of them working on the task. All the students were on task throughout and produced a lot of targets.

Reflections

1. It was quite a surreal experience; whilst the students were watching the video I was essentially redundant, my work (hopefully) already done, and all I could hear was snippets of me speaking.
2. The class seemed to be more on task; normally when I go through an exam there are times when certain students seem to 'glaze over' with the 'teacher-talk' overload. This didn't seem to happen here.
3. It was a 'lesson' that was individualised; it was like i was having the same conversation 25 times but in a way that was tailored to each of the students as they were pausing when it was relevant to them and moving on when it wasn't.
4. It glamorised exam feedback; at this time of the year students must have exam feedback overload. By using the iPad's in this way it made the activity 'new' and to some degree 'exciting'. This obviously had a positive impact on engagement and hopefully made their targets more memorable.
5. The students enjoyed it and found it worthwhile; this is the most important reflection. Below are the Tweets that my GCSE class have sent reviewing the lesson. I am grateful to them for taking time out of their evenings to share their opinions. As you can see they are a very perceptive bunch.

Jemma said "I thought it was fun and helped me, a lot better than reading the board! We should do it more often :D"

Robyn said "it was a different way of learning and going through exam questions, seems like everyone enjoyed it and we could all be involved"

Liz said "You usually go through the exams as a class, and i think we learnt more using the iPad as it was like an individual lesson. #great"

Ryan said "it was useful to go through the questions to find ways of improving source skills. It was decent"

Dannie said "i think it worked well today and is a good activity to do every so often as it suits some students more than others"

Tyler said "I genuinely liked it even though I'm not a fan of that kind of stuff usually"

Kerry said "it was better than having you just go through it in the lesson, I feel like I absorbed more of the info, no offense there sir"

Thea said "learnt a lot more because you could go through it at your speed and understand everything better."