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Student-generated videos: An authentic assessment

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Slides from invited presentation at the Creativity in Science Teaching organised by the Society for Experimental Biology. The talk showcased work at the University of Leicester in which second year students produce short videos on bioethics topics as an assessed activity.

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Student-generated videos: An authentic assessment

  1. 1. Student-generated videos: An authentic assessment Creativity in ScienceTeaching (SEB, Dec 2016) Dr Chris Willmott Dept of Molecular and Cell Biology University of Leicester cjrw2@le.ac.uk
  2. 2. Overview • Context: geographical and disciplinary • Multimedia in bioethics teaching • Video-production assignment • Some advice on running similar tasks • Examples of student films
  3. 3. Context: Leicester • University of Leicester School of Biological Sciences • Second Year Undergraduates - All Biologists (n ~300) - Medical Biochemists (n ~40)
  4. 4. • “Students should expect to be confronted by some of the scientific, moral and ethical questions raised by their study subject, to consider viewpoints other than their own, and to engage in critical assessment and intellectual argument. Graduates should be comfortable with dealing with uncertainty.” • “Recognise the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct.” QAA Benchmarking: Bioscience
  5. 5. All honours graduates MUST have “an appreciation of ethical issues and how they underpin professional integrity and standards” A typical honours graduate WILL be able to “construct reasoned arguments to support their position on the ethical and social impact of advances in the biosciences” QAA Benchmarking: Bioscience
  6. 6. • Multimedia (esp visual media) can be integrated into teaching about bioethics in variety of ways Broadcast clips Video production News analysis Multimedia in Bioethics Education Flipped lectures
  7. 7. Film production • Since 2008 • Require students to produce films • Work in teams of ~ 4 (set by me) • Make 3-5 min video on allocated topic • Best films are made available more broadly via YouTube (linked from Bioethicsbytes) www.bioethicsbytes.wordpress.com
  8. 8. Film production • Concerns that “you cannot say anything meaningful in 5 minutes” not substantiated • Rare opportunity within biology curriculum for students to express creativity • Genuine team activity rather than just “group work”
  9. 9. Teamwork ≠ Groupwork • Although “groupwork” and “teamwork” often used interchangeably there are differences in meaning Groupwork = Multi-person task, but might have been completed relatively easily by individual Teamwork = task would be hard or impossible for one person on their own
  10. 10. Film production • Concerns that “you cannot say anything meaningful in 5 minutes” not substantiated • Rare opportunity within biology curriculum for students to express creativity • Genuine team activity rather than just “group work” • Authentic Assessment
  11. 11. Authentic Assessment • Term generally attributed to Grant Wiggins in 1989 • “Assessment that poses …intellectually interesting and personally meaningful… questions, tasks or problems [that] have value and interest beyond the classroom ” (Frey et al, 2012:p13) • “Assessment of learning… is conducted through ‘real world’ tasks requiring students to demonstrate their knowledge and skills in meaningful contexts ” (Swaffield, 2011:p434)
  12. 12. Authentic Assessment • Characteristics of authenticity include: • Real-world relevance • Meaningful • Challenging • Involve students in own research • Knowledge construction • Opportunity for “ownership” • Generates product or performance “Students as Producers” • Collaboration/Teamwork
  13. 13. Genetic enhancement Topics include Bioethics and Sport Brain imaging Egg donation 3-parent IVF Gene therapy Transhumanism Use of animals in research Xenotransplantation Organ trading Forensic use of DNA Cognitive enhancement Use of human material Pharmacogenetics Ethical issues in public health Medical tourism Genome editing Resource allocation Dual-use dilemma Incidental findings Vaccination against HPV Face transplant
  14. 14. Student films: Genre Interviews 24hr News
  15. 15. Student films: Genre Role-play
  16. 16. Student films: Genre Animation
  17. 17. Student films: Genre Finger puppets VideoScribe
  18. 18. Student self-evaluation
  19. 19. Positive • “Video project allowed us to research areas and topics of science that were different, new, and exciting, and also challenged us to using new equipment and computer software ” • “ The video project was interesting way of presenting ideas on ethical issues and made sure preparation was not last minute as with essays” • “ A positive, enjoyable experience – was something different than writing essays etc, and allowed us some creativity, something I miss doing the ‘sciency’ (sic) course that we do” Student evaluation of exercise
  20. 20. Positive • “Enjoyable doing video project as it was quite a novel, creative form of assessment” • “The video project was a good learning experience” • “Video gave good and varied experience of working in teams” • “Video production was different and enjoyable” • “The bioethics video was interesting and has I feel helped me to obtain skills I did not have before as I had never had to make and edit a video” • “Video project was ace” Student evaluation of exercise
  21. 21. Mixed • “Whilst doing it I thought it was a bit of a pain to be honest! But by the end I was quite pleased with the result!” • “Fun to do and spend time on, however… the marks allocated for this project were disproportionate to the amount of time and effort we had put in.” Student evaluation of exercise
  22. 22. Mixed • “Whilst doing it I thought it was a bit of a pain to be honest! But by the end I was quite pleased with the result!” • “Fun to do and spend time on, however… the marks allocated for this project were disproportionate to the amount of time and effort we had put in.” Negative • “No more video assessment (we’re scientists not media students)” Student evaluation of exercise
  23. 23. • Digital video: - Excellent way to boost engagement - Develops transferable skills - Produces resource for wider community • Recommended equipment: - HD quality cameras recording to SD card - Tripods and external microphones • Decide if you will accept submissions made using GoAnimate, Videoscribe, PowToon, etc • Don’t use their own names in role-play • Award appropriate credit – this is not an easy task If you wish to run this activity...
  24. 24. Student films (1) Cognitive Enhancement (2014, https://youtu.be/F7hjyaouSkw)
  25. 25. Student films (2) Forensic Uses of DNA (2010, http://youtu.be/NLpwVpuLIac)
  26. 26. Student films (3) Mitochondrial Diseases and 3-Parent IVF (2013, http://youtu.be/7xJcKa6QrBc)
  27. 27. Student films (4) Direct-to-Consumer Genetic Testing (2013, http://youtu.be/26jb7m8mkLs)
  28. 28. Student films (5) Ethical Issues in Public Health (2011, http://youtu.be/r3a7qAZvAsU)
  29. 29. Any Questions? E-mail: cjrw2@le.ac.uk Twitter: cjrw Slideshare: cjrw2 Delicious: chriswillmott Blogs: www.bioethicsbytes.wordpress.com www.biologyonthebox.wordpress.com www.biosciencecareers.wordpress.com www.lefthandedbiochemist.wordpress.com
  30. 30. References Conway R et al (1993) Peer assessment of an individual’s contribution to a group project Assessment and Evaluation in Higher Education 18:45-56 Frey BB et al (2012) Defining authentic classroom assessment Practical Assessment, Research & Evaluation 17 ISSN 1531-7714 Swaffield S (2011) Getting to the heart of authentic Assessment for Learning Assessment in Education: Principles, Policy and Practice 18:433-449 Willmott C (2013) Headline Bioethics: Engagement with bioethics in the news Bioscience Education 21:3-6 Willmott C (2014) Boxing clever: television as a teaching tool Times Higher Education (28th August 2014) Willmott CJR (2015) Teaching bioethics via the production of student- generated videos Journal of Biological Education 49:127-138
  31. 31. Individual contribution to team • One of the issues with groupwork tasks (including genuine teamwork) = fair marks individuals • Appropriately reward those who put most into project • Reduce unwarranted marks for “free riders” • Various methods exist for deriving individual mark • We have used scheme of Conway et al (1993)
  32. 32. Weighting students’ contributions • Each student awards a mark of 1 to 5 to each member of their team (inc themselves) for a number of different criteria • Average mark (= A): Grand total (all scores for all students in team) Number of student in team • Individual student total (= B): Sum of all that student’s scores awarded by all team members (inc themselves) • Weighting for individual student: Individual total (B) Average mark (A)
  33. 33. Weighting students’ contributions • Criteria in video task: • Research on the ethics of the topic • Research on the science of the topic • Administration • Scriptwriting and planning • Camerawork and filming • Animation and other artwork • “on screen” role • Editing of the video
  34. 34. Potential problems • We have found this system to work well, but… • An individual making a large contribution to a high scoring project can theoretically score >100% • A student doing no work receives some credit

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