{"id":118,"date":"2023-08-29T15:08:47","date_gmt":"2023-08-29T22:08:47","guid":{"rendered":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/?p=118"},"modified":"2023-08-29T15:15:13","modified_gmt":"2023-08-29T22:15:13","slug":"video-assessments","status":"publish","type":"post","link":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/2023\/08\/29\/video-assessments\/","title":{"rendered":"Video Assessments"},"content":{"rendered":"\n
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What is it?<\/h3>\n<\/div>\n\n\n\n
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Traditional assessments, such as written exams, are often held up in opposition to authentic assessments, which align more closely with skills that graduates would be expected to demonstrate in the working world.<\/p>\n\n\n\n

A video assessment can take many forms: students could record and narrate their solution to a problem<\/a> (Allain, 2017); record demonstrations of practical skills<\/a> (Erdmann & March, 2014); or record a clip explaining a recent scientific advance to the general public<\/a> (Kanapeckas M\u00e9tris, 2020).<\/p>\n\n\n\n

Further examples of video assessments in higher education can be found in the review by Hawley and Allen: Student-generated video creation for assessment: can it transform assessment within Higher Education?<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

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What are the benefits?<\/h3>\n<\/div>\n\n\n\n
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In a study of first-year chemistry lab students, those who submitted a video assignment on the correct reading of a graduated pipet were found to be more likely to report correct readings on their final exam and lab practical (Erdmann & March, 2014).<\/p>\n\n\n\n

Students have multiple opportunities to record and re-take the video until they are satisfied with the result. This can attenuate performance anxiety that might be associated with a live presentation.<\/p>\n\n\n\n

Video assessments also offer a chance to evaluate communication skills, in additional to students’ grasp on content.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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What are the challenges?<\/h3>\n<\/div>\n\n\n\n
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If students are asked to produce an edited video, they will need access to resources on video editing. This ability is available in Kaltura, and the Teaching and Learning Commons has a brief introduction to the capabilities of this software<\/a>.<\/p>\n\n\n\n

A detailed rubric will be required to guide students in the production of the video and instructors in the evaluation of the video. Such a rubric should be aligned with learning outcomes, and if relevant, professional competencies.<\/p>\n\n\n\n

Erdmann and March (2014) supply both their grading rubrics and video editing instructions to students and as Appendices II and III in the electronic Supplementary Information<\/a> to their paper (free to access). <\/p>\n<\/div>\n<\/div>\n\n\n\n

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Who’s using this?<\/h3>\n<\/div>\n\n\n\n
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Although video assessments could be used in a variety of course contexts, it is likely particularly relevant to courses where students develop hands-on skills, such as lab courses.<\/p>\n\n\n\n

Pending\u2026 if you\u2019ve used this technique and you\u2019re willing to share thoughts about your and your students\u2019 experience, send me an email<\/a>!<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Resources<\/h3>\n<\/div>\n\n\n\n
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Video recording options:<\/p>\n\n\n\n