An example of this approach, plus: pros and cons; requirements; resistance to academic misconduct and suggestions for making this approach more robust. Example An alternative to written submissions and can promote a more inclusive approach to assessment, and support development of additional skills. Students are required to submit data files containing their video/ audio recordings, and podcasts to provide evidence of achievement of specific learning outcomes. They gather information on a subject and present it in audio or visual form within a specific time duration. The report needs a structured narrative, similar to an essay, but with evidence, analysis and conclusion taking place in an audio/video format. As a variant, pieces may be collected together in portfolio or blog mode. Pros Likely to be difficult to plagiarise; allows more flexibility and choice than traditional assessment approaches; allows demonstration of creativity; encourages students to focus their argument within a timescale; suitable as either a group or individual assignment. And as formative or summative assessment Cons Students may not at first realise how much work is needed to prepare for, plan and deliver a seemingly informal output like a broadcast and may consequently leave it up to the last minute; students and staff, may need training to use appropriate software; the medium may trump the message; students may focus more on production techniques than on the content; possible technical issues (eg large data files that could difficult to submit electronically); some students may find this assessment method particularly challenging , while others have done it before and find it much easier. ensuring ‘digital equity’: some students will have better access to good quality kit. possible unconscious bias in assessment; ensuring academic rigour; Requirements When using a format new to students, important to require some formative or low-stakes work first Resistance to academic misconduct – 2/5 Medium. Depending on the task, there may be presentations on the web or otherwise circulating that can be reused or used as a model. Making it more robust Ask live questions – see Vivas Further info Further detail is available from the UCL guide on Designing Effective Online Assessment This article was published on 2024-02-26
