1. bookVolume 5 (2018): Issue 1 (December 2018)
Journal Details
License
Format
Journal
eISSN
2353-5415
First Published
29 Sep 2014
Publication timeframe
2 times per year
Languages
English
access type Open Access

Student-generated video creation for assessment: can it transform assessment within Higher Education?

Published Online: 31 Dec 2018
Volume & Issue: Volume 5 (2018) - Issue 1 (December 2018)
Page range: 1 - 11
Received: 01 Aug 2018
Accepted: 14 Oct 2018
Journal Details
License
Format
Journal
eISSN
2353-5415
First Published
29 Sep 2014
Publication timeframe
2 times per year
Languages
English
Abstract

Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably 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. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

Keywords

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