Blog Authors: Fiona Balloch, Jan Robertson, John McVeigh, Robertson, Lisa Shields, Joe Wilson, Tracey Howe
Image: Photo by Hermes Rivera on Unsplash
Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. JISC have recently published Future of assessment: five principles, five targets for 2025 which states ‘In a move away from the traditional essay or exam, assessments are building in authenticity by asking students to develop websites, set up online profiles, shoot and edit videos, and use social media.’
We explored the idea, with reference to the article Student-generated video creation for assessment: can it transform assessment within Higher Education? published in the International Journal of Transformative Research, 2018.
Here’s what they did
They searched literature and conducted a thematic analysis related to the use of student-generated video for assessment.
Here’s what they found
For successful use of video creation for assessment:
- Align video creation task set to both learning outcomes and skills development required for graduate capabilities for relevant industry
- Ensure technological support, resources and infrastructure are all in place
- Have an intentional change management process to support both staff and students in the transition to a new assessment format.
- Involve students in the generation of clear guidance for the assessment and development of an assessment rubric.
The author/s concluded
Video assessment is beneficial for students’ digital communication skills and an effective and enjoyable method of assessment.
Our Journal Club’s views
Who are the authors of the paper and where do they work? At the time of publication the authors are Ruth Hawley and Cate Allen, who work at University of Derby. Our view is that the authors may be biased in favour of video assessment, in order to provide evidence to support an initiative taking place within their own institution.
What do we know about the journal? The fully refereed Journal of International Journal of Transformative Research does not seem to be live yet and will be issued for the first time in Fall 2020. Our view is that the journal does not meet its stated aims, as it says that articles should explore transformative impact but this is not the case in this article.
What about the methodology used? Research could not be easily replicated based on the level of detail provided in the paper. In addition, the findings lack critical analysis. that this evidence is inconclusive and biased. It lacks a rationale for the use of video assessment or guidance on how it can be used effectively.
Our conclusions are – that this evidence has a high risk of bias.
Implications for our practice
- How can Nautical courses extend their use of asynchronous video assessment with international students?
- How could the COGC Health suite integrate video assessment into assessments?
- How could issues such as trolling, and confidence with one’s own image on video be addressed through digital communication skills training?
- How could YouTube and Flipgrid be used for assessment?
- How issues such as trolling, and confidence with one’s own image on video could be addressed through digital communication skills training. It is easier for assessors to view videos asynchronously at the time of the assessor’s choosing, than assessing a large run of live events, one after the other.
- Training and support is available through the College Learning and Teaching Academy
Next steps
Create a working group to pursue this topic in the College with a view to group-creation of a paper on this area.
View from
What do you think?
References
- Hawley, R. and Allen, C. (2018). Student-generated video creation for assessment: can it transform assessment within Higher Education?. International Journal for Transformative Research, 5(1), pp.1-11.
- JISC (2020) Future of assessment: five principles, five targets for 2025
Keywords: assessment, video, student-generated, Higher Education, digital, technology
Our Blog Posts are written by staff at City of Glasgow College to inform and inspire our practice. We meet together at the Journal Club to consider the latest evidence to provide insights on hot topics related to learning and teaching, quality assurance and subject needs. It forms part of our activity for General Teaching Council Scotland registration and Professional Standards for lecturers in Scotland’s Colleges demonstrating that we are a self-critical staff community.
