The document describes several video assessment techniques that can be used for students: 1. Students record or upload a video presentation on a topic and receive automatic feedback to improve their presentation skills. 2. Students upload a video demonstrating a skill and receive feedback to enhance their competency. 3. In a virtual classroom, students collaborate to record a group presentation and provide peer assessment on each other's contributions. 4. Students record video responses to pre-recorded questions to practice interview techniques through a standardized question/answer approach.

1. Recipe ideas
Video assessment

2. ©UCEM
Allows student to practice their
presentation skills.
Students either record or
upload a video presentation on
a particular topic or area. Could
follow the format of a TED talk.
Automatic feedback allows
students to improve their
presentation.
Preparation
• Individual task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
• Students can use slides or
share screen if required.
Ingredients
Improvement through practice
Video assessment
Individual presentation
Tip: Preset
keywords could
allow students
to better monitor
their
presentation.

3. ©UCEM
Allows student to demonstrate
their competency and skills.
Students upload a video
showing themselves carrying
out a skill in the real world. For
example this could be a site
visit or in work practice. This
video may be in response to a
task list. It could support a
written report.
Preparation
• Individual task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through demonstration
Individual demonstration
Tip: There may be
some copyright/IP
issues related to
recording external
spaces.

4. ©UCEM
Using a virtual classroom
students work together to write a
group presentation.
In the virtual classroom students
record the group presentation.
Or students record separate
videos and merge them.
There is some form of peer
assessment to evaluate
contribution.
Preparation
• Group task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
• Students can use slides or
share screen if required.
• Could involve peer review.
Ingredients
Improvement through collaboration
Group presentation
Tip: Other virtual
classroom tools
like polls, breakout
groups and
whiteboard can
also be used.

5. ©UCEM
Allows standardisation of
Q&A/interview approach.
Students record video
responses to a set of pre-
recorded questions.
Pre-recorded feedback could
be given for each question.
Preparation
• Individual task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
• Students can use slides or
share screen if required.
Ingredients
Improvement through questions
Video assessment
Q&A session
Tip: This can be used to
practice interview
techniques and by
careers.

6. ©UCEM
A pre-recorded real-world video
is shared. This could be a ‘how
to do’ video with errors or
inconsistencies, or a
walkthrough of an area or
building (360).
Students offer commentary or
voice over on the video.
Could be carried out in a group.
Preparation
• Individual task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through review
Commentary on video
Tip: There could be
a set of preset
terms that you
would like students
to use – like bingo.

7. ©UCEM
Peer review builds assessment
literacy and reflection
techniques. This task could be
carried out on own previously
recorded videos to support self-
reflection.
Videos are created by students
using one of the other recipes.
These videos are then marked
and graded by a group of
peers.
Preparation
• Individual or group task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
• Students can use slides or
share screen if required.
Ingredients
Improvement through assessment literacy
Video assessment
Peer review
Tip: Students could
build their own
rubric to use for
assessment.

8. ©UCEM
Allows students to respond to
different real-life scenarios.
Students are shown snippets of
scenarios and then asked for their
opinions on the scenarios using
multiple choice or free text, or to
role play answers. Examples
could be court room scenarios, or
business meetings, or
construction issues. Some
scenarios could use multiple
video streams, providing the
opportunity to see the situation
from multiple angles.
Preparation
• Individual or group task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through role-play
Video assessment
Mock scenario
Tip: Media team
could create a set
of resources for
use in different
scenarios.

9. ©UCEM
Students watch existing video
and answer questions on
content. This focuses attention
on the content
Students are shown a video
and at various points the video
is paused and they are asked
questions (multiple choice).
Settings could prevent the
student from carrying on unless
they provide a correct answer.
Preparation
• Individual task
• Can be formative or
summative (time restrictions,
no retakes).
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through interactive learning
Interactive video
Tip: Some
branching may be
possible.

10. ©UCEM
Students work with a local
organisation, or their own
organisation, to produce a
video that meets a specific
need or brief.
The assessment focuses on
process (team-work and
working with clients) as well as
the product. The video could
take many forms, for example
for education, marketing,
business case etc.
Preparation
• Individual or group task
• Can be formative or
summative
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through interactive learning
Client video
Tip: Videos could
be shared with
other students in a
‘film show’

11. ©UCEM
Students use mobile phone
technology to create virtual field
guides, these are sources of
information about specific sites.
Through a combination of text,
photographs, audio and video,
students can present an in-depth
description or analysis of
particular landscape feature or
place.
Students could choose or be
allocated their focus.
Preparation
• Individual or group task
• Can be formative or
summative
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through interactive learning
Digital field guide
Tip: Guides could
be paired with QR
codes

12. ©UCEM
A talking head role-play takes
place in an online forum. Each
member of a group is given a
role – in a planning situation it
may be Parish Councillor,
County Council Planning Officer,
Environment Agency Officer and
Housing Authority
Representative.
A scenario is provided and each
member of the group makes
contributions to resolve the issue
using only their character’s
position.
Contributions can be researched
in-between responses.
Preparation
• Group task
• Can be formative or
summative
• Marking can be points,
percentage, pre agreed
marking set or using a rubric.
Ingredients
Improvement through interactive learning
Online role play
Tip: Additional
events could
happen during the
role play to allow
the students to
adapt to changing
situations

13. ©UCEM
Credits
• Images taken from Pixabay and Pexels
• Some ideas taken from Assessment top trumps
by Lydia Arnold
https://lydia-arnold.com/2021/04/08/authentic-
assessment-top-reflective-trumps-cards/