The ability to easily record and securely share video and audio provides many opportunities in both assessment and the provision of feedback. There has been considerable interest in these approaches with many case studies published reviewing the experiences of educators (e.g. Herbland 2013, JISC 2010, Morrison 2013).
ask students to review their own videos and those of others and score according to the assignment marking scheme
Ideas for assessment:
- video record a live individual or group presentation for assessment at a later date
- ask individuals or groups to create and share a video as an assignment
- replace an assessed live individual presentation with the submission of a pre-recorded presentation recorded using a webcam
- video record practical skills to allow assessment and review (e.g. medical consultation Paul et al 1998)
Benefits for assessment:
- the videoed presentations allow marking and feedback to be developed more rigorously and for quality assurance (Jordan 2012).
- the videos become a resource for use in subsequent feedback and teaching activities (e.g. showing examples of good practice)
- the process of creating videos involves many skills and encourage students to practice and review these skills before final submission
Ideas for feedback:
- ask students to review their own videos and those of others and score according to the assignment marking scheme
- show submitted videos in class to draw attention to strong and weak elements in presentations
- record a video or videos at your desk where you give group and/or individual feedback on an assignment. This could be a talking head recorded using a webcam, or a narrated screencast. Share these videos appropriately on the VLE.
Benefits for video feedback:
- studies have found that students value video based feedback more highly than written feedback Herbland 2013, & JISC 2010
- students do not have to struggle with unclear hand written feedback (Rodway-Dyer, Dunne & Newcombe 2009)
- individual video feedback is viewed as more personal and tone of voice and body language help its interpretation (Morrison 2013)
Record live assessed student presentations for peer review
How – use MyMediaSite or a digital video camera and tripod to film the presentations. Upload and share the videos using MyMediaSite and the VLE.
Why – engage the students with the characteristics of good and poor presentations through involving them in the assessment process.
Case Study – Mark Smith created a mock conference where students gave verbal presentations and created posters and videos as part of a grant pitch.
- you need a marking scheme for the students to use when assessing presentation videos
- also making the assessment a task for small groups to encourage discussion and reflection
Use pre-recorded presentation videos for assessment
How – devise an assignment that requires each student to record a short video presentation using a webcam or mobile device. These videos are uploaded and shared with assessing staff via the Mediasite system.
Why – the act of recording and reviewing their presentations will encourage the students to practice and evaluate their presentation skills before submission.
Case study – Nicolas Forsans set an assignment for his postgraduate business students to video record a presentation using webcams or their iPads. This was used to encourage the development of presentation skills and to act as a reference point for presentations made later in the course. Read more about Nicolas’s approach.
- the student’s presentation videos should not be publicly viewable so ensure access permissions are set accordingly when they are uploaded on to the media sharing platform
Provide group feedback in a video
How – following the marking of an assignment, record a summary of overall feedback to the group using a webcam. Upload and share this video with students using the Mediasite and the VLE.
Why – providing feedback in a video format has been shown to be highly valued by students. It offers variety in the forms of feedback provided, can be viewed on many devices and body language and intonation help the feedback to be interpreted correctly.
Case study – Timothy Baker recorded and shared a short video using his webcam providing feedback on presentations and discussions from a Geography seminar. View Timothy’s feedback video.