How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment

Abstract

This article focuses on how video assignments presenting clinical situations can be implemented in digital summative assessment to enhance the integration of practical and conceptual knowledge. The underlying perspective is that sustainable assessment should comprise evaluative practices that equip students for the challenges they will face in their future professional lives. Drawing on the literature and on empirical results of a qualitative longitudinal research study at a Norwegian university, the integrative potential and challenges of video assignments are examined. The study confirms that video-based assignments are well suited for assessing integrated competencies. However, the complexities of videos' visual displays have clear consequences that indicate how these resources should be produced. To optimise the potential of video use in enhancing sustainable summative assessment, we must strike a balance between technical accommodation, task clarity and integrative potential.

The transnational in‐between identity of Chinese student returnees from the UK: Mobility, variations and pathways

“…The third round of interviews aimed to seek clarifications and feedback. Participants were also invited to add their own written comments between each round and after the interview proper to compensate for the ‘temporality’ of research design and analysis in a longitudinal study (Langea et al, 2020, p. 7).…”

How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions

“…The populations in these student cohorts were respectively n = 16, n = 32, n = 18 and n = 22. The aim of the student interviews -which were originally conducted as part of another research project focussed on the digitisation of the written exam for the oral-radiology coursewas to investigate how students in the current study programme experienced the conversion from analogue to digital exams (De Lange et al, 2018) and video-based assignments (De Lange et al, 2020). Students were interviewed at the end of the fifth semester, which occurs around six months after the summative written exam in oral radiology is administered.…”

“…'Authentic assessment' concerns the introduction of realistic tasks into assessment situations (Osborne et al, 2013), with the intention to bridge the theorypractice gap students commonly experience in professional education. To overcome this gap, 'authentic assessment' is introduced in many professional disciplines as practical tasks in concrete assessment situations that challenge students to identify and discriminate knowledge-aspects and ethical issues during practical decision-making (De Lange et al, 2020;Tennant et al, 2010). Thus, 'authentic assessment' closely resembles the idea of habits of the mind, hand and heart being engrained in assessment moments.…”

“…The preparation for such situations cannot take place in isolation and out of context. Instead, students need to develop good professional habits that will allow them to later make professional decisions based on appropriate knowledge, practical skills and moral reasoning in an integrative manner (De Lange et al, 2018, 2020.…”

Enhancing graduate employability skills and student engagement through group video assessment

“…Group work assessment in higher education typically involves students working in teams to produce a written report and/or deliver an oral presentation of their findings (Gatfield 1999;Springer, Stanne, and Donovan 1999;Mills 2003;Mills and Woodall 2004;Shah 2013). The use of video-based assessment is novel in higher education, with most of the evidence coming from undergraduate science programmes, like health care and veterinary professions (see for example, Seddon 2008;Hay et al 2013;de Lange, Møystad, and Torgersen 2020); very little is known in the context of business and economics education.…”