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

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.

Developing students’ linguistic and digital literacy skills through the use of multimedia presentations

“…The variety of approaches that were created to enhance particular linguistic and non-linguistic outcomes among foreign language learners is vast, and teachers have an opportunity to differentiate their approaches as long as they are aligned with the purposes of particular subjects. As Gong et al (2019) and Hawley and Allen (2018) highlighted, integration of student-generated video projects into curricula is only nascent, and its full potential is yet to be elucidated. By building on the experience of prior studies, in which common everyday technologies were implemented, the current project explores the integration of a student-generated video project and its advantages over traditional in-class presentations.…”

“…Based on this massive exposure to video content, researchers have investigated the significance of video presence in education. Students are reported to be motivated by the idea of creating their own video materials, presenting their stories, and sharing them not only with their peers but also with a worldwide internet audience (Hawley & Allen, 2018;Koc, 2011). In some studies, students mention flexibility of access and effectiveness of video materials, and emphasize their preference for viewing podcasts and videos over traditional notes, textbooks, or blog posts (Arndt & Woore, 2018;Evans, 2008).…”

“…Integration of videos into educational processes within the field of computer-assisted language learning (CALL) ranges from passive practices, such as when students are engaged in watching videos (Arndt & Woore, 2018;Evans, 2008), to active integration, in which students are required to produce video artifacts themselves (Gong, Kawasaki, Yeung, Zhang & Dobinson, 2019;Hawley & Allen, 2018); from in-class (Nikitina, 2011) to out-of-class video production (Orús et al, 2016); from the usage of open platforms (e.g. YouTube) and everyday devices (Hafner, 2014;Orús et al, 2016) to the usage of closed platforms (Reeves, Caglayan & Torr, 2017); and, finally, usage based on a wide range of target skills (Hawley & Allen, 2018;Zadorozhnyy & Yu, 2019). In general, researchers tend to report positive findings in regard to the implementation of videos.…”

“…As technologies mature, language instructors are urged to adjust their teaching practices and provide instruction to differentiate assignments by building on digital affordances. For example, researchers underline amendments in student oral presentations by integrating videos as a means of transmitting information (Gromik, 2012;Hafner, 2014;Hawley & Allen, 2018;Stanley & Zhang, 2018). However, there is scarce research on whether video presentations can improve language learners' language and digital skills, not to mention the study of English as a second language (L2) at Hong Kong tertiary level.…”

From Times Square to Eyre Square: Hackathons as Authentic Learning for Information Systems Students

“…As part of the module review, it was decided to explore alternative approaches, with a video record of the day being chosen as the most appropriate format. Hawley and Allen (2018) state the main benefits of video creation for assignments include learning digital and communication skills and increased learning on the subject matter. Students also enjoy the process and it motivates them to learn.…”