Best Practice

Using Video for Assessment

I know that I have seen the ‘Are you still watching’ prompt on Netflix more often than I care to admit – the helpful but patronising notice which kindly informs you that you may have watched too much TV or have perhaps fallen asleep. This passivity has often been ascribed to video and in some instances video recordings of lectures in higher education. Video has an important part to play in making the didactic lecture content of higher education accessible to students with disabilities, online students and as a revision aid when exam time approaches. The varying types and implementations of video in higher education are elaborated upon well in this Zac Woolfit article The effective uses of video in higher education

In this blogpost, I will show some examples of video being used for assessment and feedback. These examples will run the gamut from high stakes training in surgical skills to formative discussion board feedback for students.

Professor Tony Gallagher, Professor of Technology Enhanced Learning in the ASSERT Centre, School of Medicine, UCC champions the proficiency based progression training model which deploys validated and benchmarked metrics to determine participant proficiency in a particular skill (typically a surgical skill). Video was used in the assessment component of the curriculum for the arthroscopic Bankart procedure. (Link to Study)  Course participants recorded their procedure attempt on simulation model and this recording was then examined and scored using the aforementioned metrics.

A similarly innovative example of video being used for assessment can be found in the School of Nursing and Midwifery. With support from Instructional Designer Damien Drohan, students are required to record videos on their smartphones and upload these to Google Drive. Lecturers then review and mark these videos according to a devised rubric. So far the videos have been of students presenting to their smartphones but students will soon be recording and uploading their performance of specific tasks for assessment and grading.

I will shortly have the opportunity to co-deliver a module of Technology Enhanced Learning Tools for the MSc in Technology Enhanced Learning for Health. I will be using video to supplement the grading of the standard Discussion Boards. In addition to feedback on graded discussions, I will record a short synopsis video providing more general formative feedback on the Discussion Board of that week. These synopses will then also serve as the starting point for the two scheduled Adobe Connect session.

Should you wish to learn more about using video for assessment in your teaching please consider attending the TEL Practical on 28 November 2017 and the Byte Size TEL Session on 29 November. There will be more examples and more details on how you an implement this for your own students.