Constructively align video assessment

To guide the design of video assessment tasks and encourage creativity, this framework by Schwartz and Hartman (2007) presents a method for aligning desired outcomes with video genres. The framework may be used for both instruction and assessment. It guides students and instructors to go beyond expository video formats (as a default) to meet learning outcomes and objectives. 

Schwartz and Hartman’s framework consists of concentric circular layers divided into quadrants.

• The first, innermost circle or ring is divided into four broad outcomes: seeing, doing, engaging and saying.
• The second ring presents a continuum of approaches that reflect the learning outcome.
• The third ring presents a continuum of the type of behaviour that would indicate successfully achieving the outcome.
• The fourth, outermost ring presents a range of video genres that fit the outcomes and learning targets.

The four broad classes of outcomes capture a range of learning goals, simplify the process of alignment and capitalise on the range of video genres that most students are familiar with. The result is that students create richer videos by drawing on their existing knowledge, or by increasing their literacy about the genre they need to work within. This is a strength, as there is guidance on which genres may be appropriate for certain learning goals, which is especially useful for subjects and instructors that are not explicitly within the media studies realm. As a result, the framework can also be used by instructors looking to enhance their instructional videos for students and interested in going beyond expository formats as their dominant mode of delivery.

This framework is a useful tool for constructively aligning video assessment, designing thoughtful and creative tasks, and making use of the full potential of video. Many studies have identified and categorised videos produced by instructors and students in the field of education. For example, a study by Snelson, (2018) identified the following five modes of student video production projects:

• Information oriented
• Performance oriented
• Composition oriented
• Literacy oriented
• Creativity oriented

Snelson found the greatest number of studies for information (28 studies) and performance oriented (18 studies) modes, where the purpose of the video projects were to present course-related information or document, reflect or critique performance. Viewing this trend through Schwartz and Hartman’s framework reveals that the video production is skewed toward the saying outcome with explanations in expository genres and the doing outcome to demonstrate skills via step-by-step performance. Seen via the framework it becomes evident that these are two narrow options among the possible genres.

A similar trend is observed for videos produced for educational purposes. In a landscape literature review of higher education video usage Winslett (2014) found that among the video production types, presenting to camera (explanations, instructions, and stories) had the highest number of articles. He highlights that this frequency indicates the tendency to see educational video as a genre in which content is explained. This runs in contrast to the practice in TV and film of showing rather than telling concepts.

As digital literacy becomes increasingly critical for effective participation in the workforce, video assessments offer students the opportunity to improve their multimedia skills (e.g. creation, editing etc.) and as a result contributes to professional readiness (i.e., manage a project, co-ordinate, problem solve, learn on the fly, wrangle and manage data, optimise for delivery, etc) (Arsenis et al., 2021; Bruns, 2007; Jorm et al., 2019; Snelson, 2018). 

Video assessments afford the following advantages and opportunities:

• Students are able to demonstrate their skills, knowledge and critical understanding in a format more suited to the task, if traditional submission formats are too restrictive. For example, an essay is not effective if the task requires imagery in sequence demonstrating a process over time or when communication criteria assess physical presentation skills.(Erochko, 2015; Jorm et al., 2019)
• Promote generative learning where students make sense of new information and present knowledge in new format (mind maps, concept maps etc) (Erochko, 2015; Jorm et al., 2019).
• Developing digital media literacy and communication skills that are transferable skills to other subjects and workplace (Jorm et al., 2019 
• Provides an opportunity for students to demonstrate their understanding visually, in a multi-modal way (using sight, sound and vision)(de Lange et al., 2020; Thorburn et al., 2001).
• Enable authentic and reflective learning as students learn core skills within a context that the adult learner perceives to be relevant and important (Tulgar, 2017; Thorburn et al., 2001).