Student Produced Videos - An Innovative and Creative Approach to Assessment

Abstract

The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University. Through the introduction of an innovative approach to assessment using small group student produced videos, we aim to improve skills in theoretical understanding, data analysis and presentation. This paper details the design of instructional guidelines for small group student produced video assessment, the implementation of the video assessment into 2nd and 3rd year biochemistry laboratory practical classes and the generation of research outcomes and evaluation of this novel assessment technique. Observation of student behaviour during the laboratory classes found students were filming/photographing their experiments and appeared far more engaged with the actual experiments than in previous years. In addition, many student videos demonstrated high levels of creativity and critical thinking. The student produced video assessment did provide an opportunity for creative and critical thinking in students but there are still aspects to be improved.

Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments

“…However, other studies illustrate how video can be used to capture cognitiveprocedural outcomes when students are tasked with documenting their completion of some experiment or exercise in the video rather than simply answering reflection questions (Erdmann & March, 2014;Speed, Lucarelli & Macaulay, 2018;Tierney, Bodek, Fredricks, Dudkin & Kistler, 2014). Speed et al (2018) asked biochemistry students to film video reports about experiments, with evidence of creative and critical thinking in videos and higher grades when compared with written lab reports. Tierney et al (2014) asked organic chemistry students to record themselves using a molecular model kit in response to prompted exercises with videos posted on VoiceThread.…”

“…Existing research has not informed the initiative and intentionality outcome; however, it would be helpful to know if the public video platform open to wider scrutiny encourages or discourages students from being honest and descriptive of their design process and from expressing vulnerability in describing any challenges or setbacks in design. Finally, with regard to the informal outcome engagement, a few studies have hinted that video assessment may be more engaging to students (Speed et al, 2018;Tierney et al, 2014). Speed et al (2018) reported that filming video reports was more engaging and enjoyable than writing reports.…”

“…Finally, with regard to the informal outcome engagement, a few studies have hinted that video assessment may be more engaging to students (Speed et al, 2018;Tierney et al, 2014). Speed et al (2018) reported that filming video reports was more engaging and enjoyable than writing reports. Likewise, Tierney et al (2014) reported…”

“…Students can reflect on process at the end of a task, but "turns they took, decisions they made, challenges they faced, and mistakes they confronted" may be more fully captured in a recurring manner (p. 18). While not completed in the context of a makerspace, Speed et al (2018) and Tierney et al (2014) used video reporting to document students working on prompted science experiments and exercises. All of these assessment types better capture processes over time compared with a one-time reflection at the end of a project, and may better reveal cognitive processes and developing understanding.…”

Students as storytellers: mobile-filmmaking to improve student engagement in school science

“…[Rifkin et al, 2010]. Though evidence exists supporting the use of science communication activities and mobile-filmmaking as ways to engage students, it is mainly based in tertiary courses [Clarkson et al, 2018;Speed, Lucarelli and Macaulay, 2018], where it is too late for students who opted-out from science years earlier.…”