Student-generated video creation for assessment: can it transform assessment within Higher Education?
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 d...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2018-12-01
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| Series: | International Journal for Transformative Research |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/ijtr-2018-0001 |
| _version_ | 1797349257389277184 |
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| author | Hawley Ruth Allen Cate |
| author_facet | Hawley Ruth Allen Cate |
| author_sort | Hawley Ruth |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T12:27:38Z |
| format | Article |
| id | doaj.art-ca11858981bc4b8da480c2c61924f219 |
| institution | Directory Open Access Journal |
| issn | 2353-5415 |
| language | English |
| last_indexed | 2024-03-08T12:27:38Z |
| publishDate | 2018-12-01 |
| publisher | Sciendo |
| record_format | Article |
| series | International Journal for Transformative Research |
| spelling | doaj.art-ca11858981bc4b8da480c2c61924f2192024-01-22T07:07:21ZengSciendoInternational Journal for Transformative Research2353-54152018-12-015111110.2478/ijtr-2018-0001ijtr-2018-0001Student-generated video creation for assessment: can it transform assessment within Higher Education?Hawley Ruth0Allen Cate1Lecturer in Occupational Therapy, University ofDerby, UKProgramme Leader MSc Hand Therapy, University ofDerby, UKStudent-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.https://doi.org/10.2478/ijtr-2018-0001video creationassessmenthigher education |
| spellingShingle | Hawley Ruth Allen Cate Student-generated video creation for assessment: can it transform assessment within Higher Education? International Journal for Transformative Research video creation assessment higher education |
| title | Student-generated video creation for assessment: can it transform assessment within Higher Education? |
| title_full | Student-generated video creation for assessment: can it transform assessment within Higher Education? |
| title_fullStr | Student-generated video creation for assessment: can it transform assessment within Higher Education? |
| title_full_unstemmed | Student-generated video creation for assessment: can it transform assessment within Higher Education? |
| title_short | Student-generated video creation for assessment: can it transform assessment within Higher Education? |
| title_sort | student generated video creation for assessment can it transform assessment within higher education |
| topic | video creation assessment higher education |
| url | https://doi.org/10.2478/ijtr-2018-0001 |
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