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Video camera

Video-based assessment involves students producing video to submit for assessment. This could include anything from simple videos such as recording voice over PowerPoint to fully produced on-location films. 

Using video can potentially broaden the scope of assessment, allowing students to evidence learning in different ways than text-based assessment. Producing video can also expand students’ skills in communication and multi-media design and production. 

Video assessment can be particularly valuable when: 

  • Easing new students into the practice of delivering presentations 
  • Assessing a large number of students’ presentations or oral language skills 
  • Assessment topics involve physical objects or specific geographic locations 
  • Student-produced video can potentially be used as teaching materials for future cohorts 
  • Students are likely to use skills in multimedia production in their future careers

Best Practice Tips

When designing a video assessment: 

  • Begin with the pertinent learning outcomes: ensure that the students’ remit focusses on the aspects of the video that will be assessed; for example, avoid requiring students to spend a great deal of time on video production if this will not be the focus of the assessment. 
  • Prepare a marking rubric: especially as video assessment is relatively new, it is important for both the marker and the students to know what is (and is not) going to be assessed. 
  • Find or create examples of the kind of video you expect students to produce: students may have very different perceptions of video for assessment. Ideally, provide students with an example of what is expected. 
  • Determine how videos will be submitted and marked: it is usually safest and easiest to use university systems to which students can upload video. Markers can then stream the videos (rather than downloading completely) and mark them in one place. Recommendations for submission via Learn Ultra can be found by searching Learn Ultra Help for ‘video assessment’.
  • Provide students with detailed instructions on how to create and submit their videos: be specific about whether you expect students to create their videos in a certain way, and make sure that they know exactly where and how to submit the videos. 
  • Request student permission to use video in the future: if you plan to use students’ videos as examples for other students, or even as teaching materials, ensure that you ask their permission and hold the videos securely. 

Further Reading

Jany, B. (2015). And lights, camera, action: Toward active German language learning through digital media production. Die Unterrichtspraxis/Teaching German, 48(2), 244-254,276. 

Prud’Homme-Genereux, A. (2016). Student-produced videos for the flipped classroomJournal of College Science Teaching, 45(3), 58-62. 

Quinn, A., & Chu, Y. (2017). Teaching Note—Student-Produced Public Service Announcements: A Project to Promote Active Learning in an Undergraduate HBSE ClassJournal of Social Work Education, 53(3), 552-559. 

Schultz, P., & Quinn, A. (2014). Lights, Camera, Action! Learning About Management With Student-Produced Video AssignmentsJournal of Management Education, 38(2), 234-258.