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dc.contributor.authorHawley, Ruth
dc.contributor.authorAllen, Cate
dc.date.accessioned2019-06-12T13:08:22Z
dc.date.available2019-06-12T13:08:22Z
dc.date.issued2018-12-31
dc.identifier.citationHawley, R., and Allen, C. (2018) 'Student-generated video creation for assessment: can it transform assessment within Higher Education?', International Journal for Transformative Research, 5(1), pp.1-11. doi: 10.2478/ijtr-2018-0001.en_US
dc.identifier.issn2353-5415
dc.identifier.doi10.2478/ijtr-2018-0001
dc.identifier.urihttp://hdl.handle.net/10545/623845
dc.description.abstractStudent-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherDe Gruyteren_US
dc.relation.urlhttps://content.sciendo.com/abstract/journals/ijtr/5/1/article-p1.xmlen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectVideo creationen_US
dc.subjectAssessmenten_US
dc.subjectHigher Educationen_US
dc.titleStudent-generated video creation for assessment: can it transform assessment within Higher Education?en_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalInternational Journal of Transformative Researchen_US
dcterms.dateAccepted2018-10-14
refterms.dateFOA2019-06-12T13:08:23Z
dc.author.detail785420en_US


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