{"id":4876,"date":"2020-03-26T10:51:19","date_gmt":"2020-03-26T10:51:19","guid":{"rendered":"http:\/\/generic.wordpress.soton.ac.uk\/digital-learning\/?p=4876"},"modified":"2023-08-18T16:22:30","modified_gmt":"2023-08-18T15:22:30","slug":"alternative-assessments-create-a-video-to-explain-a-key-concept","status":"publish","type":"post","link":"https:\/\/generic.wordpress.soton.ac.uk\/digital-learning\/2020\/03\/26\/alternative-assessments-create-a-video-to-explain-a-key-concept\/","title":{"rendered":"Alternative assessments: create a video to explain a key concept"},"content":{"rendered":"\n
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Photo by John-Mark Smith<\/a><\/strong> from Pexels<\/a><\/strong> <\/figcaption><\/figure>\n\n\n\n

This post outlines the changes made in a module at the University of Southampton, moving from an individual written assessment to a group video assessment. Below, we will describe how the students carry out this task, what support resources are available, issues to consider, and how this can be further adapted for a fully online assessment. <\/p>\n\n\n\n

Background <\/h2>\n\n\n\n

The module is a second semester, second year module with a cohort of approximately 90 students. The coursework was weighted at 40% (with 60% final exam) and was to write a grant proposal. A review of the module’s learning objectives and a desire from the academic team to make the coursework both more inclusive and reflective of the varied career paths students would follow, meant that we opted for a group task in which students would plan, film and edit a short video. This was 20% of the new weighting (with another 20% for an individual data analysis exercise). This new group task gave the students the opportunity to work on team and communication skills, develop their digital literacy, deepen their understanding of a particular key concept, and also enhance the learning resources for the module content. <\/p>\n\n\n\n

The task <\/h2>\n\n\n\n

The students are randomly allocated in groups of 5-6 individuals. They will produce an approximately 5 minute video about a particular species on a pre-approved list (if they wish to divert from the list approval must be given by the module lead). There is a formative task, which is to produce a storyboard for the video. The storyboard is subject to peer review and final sign off by the module lead. The Blackboard site contains a dedicated folder of content about the task, examples of prior work, storyboard template, assessment rubric, guidance on group working, and links to numerous resources for creating video content. <\/p>\n\n\n\n

Once students have created their final video, they upload it to Panopto<\/a>. The videos can be viewed via Blackboard and are marked by the academic team and marks and feedback returned to students via Blackboard. <\/p>\n\n\n\n

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Rubric<\/h2>\n\n\n\n

Examples of features for this type of rubric:<\/p>\n\n\n\n