ABSTRACT
The chapter debates the place of video in teachers' assessment practices of learners' work in classrooms. It examines the following issues: the ethics of using video in classrooms; the storage implications; how the use of video may affect formative and summative assessments; and how video may support learner achievement through providing a mechanism for feedback. The chapter outlines some specific areas that one might need to consider before embarking on the use of video-enabled technologies in one's assessment of curriculum learning outcomes. It focuses the debate on current technologies, but one will be faced with the ethical dilemmas that are embedded in the use of mobile technologies like wearable devices, such as Internet-enabled watches, Google Glass and so forth. Arguably, trust as a basis of ethical use of mobile video-enabled devices in classrooms presents a simplistic view of the practice.
