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

Journal article


Hawley, Ruth and Allen, Cate 2018. Student-generated video creation for assessment: can it transform assessment within Higher Education? International Journal of Transformative Research. https://doi.org/10.2478/ijtr-2018-0001
AuthorsHawley, Ruth and Allen, Cate
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.

KeywordsVideo creation; Assessment; Higher Education
Year2018
JournalInternational Journal of Transformative Research
PublisherDe Gruyter
ISSN2353-5415
Digital Object Identifier (DOI)https://doi.org/10.2478/ijtr-2018-0001
Web address (URL)http://hdl.handle.net/10545/623845
http://creativecommons.org/licenses/by-nc-nd/3.0/us/
hdl:10545/623845
Publication dates31 Dec 2018
Publication process dates
Deposited12 Jun 2019, 13:08
Accepted14 Oct 2018
Rights

Attribution-NonCommercial-NoDerivs 3.0 United States

ContributorsUniversity of Derby
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