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Video assessment recipes
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/
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