Case Study: Assessing student video projects

 Example student video - Los pueblos indigenas en Bolivia

Origin

Arts - School of Modern Languages, University of Bristol

Tools used

The above list is by no means exhaustive and many students now use their own devices and software. It is however important to have some tools available to ensure inclusion for all students.

Contact

Background

Introduced in 2010, a Year 2 unit within the German Department offered the opportunity for students to make a short film as part of their unit assessment. However, at this time there was no school marking criteria for an assessment of this kind.

Objectives

To fill this gap and develop a set of guidelines for:

  1. the making of audio-visual projects, which would also allow other departments to experiment with them

  2. student assessment

When in place these could then be used to widen the practice of audio-video projects.

What was done

The Head of Education supported this initiative with funds from Education Services. Gloria, with the support of two student interns, was tasked with writing the guidelines. The students wrote the guidelines using a range of sources, such as relevant readings, existing criteria across the University and regular meetings with Gloria and Teaching Associates who had fully integrated audio-visual projects into their teaching. The students also worked with Nick Bartram the School Learning Technologist who gave them advice on equipment and software based on his experience of supporting other projects.

Once the guidelines were complete they were sent around the department with a questionnaire for staff in order to gather further feedback which was then reviewed and incorporated into the final version.

Outcomes

The resulting guidelines provide both staff and students with a framework for both creating and assessing audio-video projects consistently. The document is made available to the students at the outset of their project and provides them a comprehensive set of guidelines covering what is required of them, and provides guidance which ranges from file format to expected content.

Importantly for both the school and students, the marking criteria is clearly defined along with the weighting of each of the three assessed areas -

As this is designed as a group activity the assessment criteria is further broken down to show the weighting for individual and group elements.

What worked well

Issues and considerations

References and useful links

For further help or advice please email digital-education@bristol.ac.uk.