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This resource addresses the factors you should consider when you begin planning your video assessments.
This resource should be read alongside the Video assessment criteria categories resource.
Why is it important to align Video Assessment criteria with CILOs, SLOs and/or Competencies?
Constructive alignment is an outcomes based approach to teaching where assessments and learning activities are designed to address what the graduate needs to attain at the appropriate standard. This alignment is a form of mapping the curriculum to the outcomes, attributes, and industry competencies at the course and subject level.
Types of rubrics
Even if you’re not creating a rubric for the first time, it’s good to review some guidelines for creating one. This may include making a decision about what type of rubric you want to use: Analytical or Holistic?
Codesigned rubrics
Even better than building a rubric yourself, work with students to codesign one based upon what you both agree should be assessed. This reduces the gap between your expertise and what students understand. It also gives students a greater understanding of what the purpose of the assessment is and how they can produce their best work. (Kilgour, Northcite, William and Kilgour, 2020)
Peer feedback can be built into your video assessment rubric. The process of giving feedback can help the giver and the receiver with their own assessment. You can also help students understand and engage with your rubric by working with them to apply their rubric to an example of a video.
The ARTTs on the LX site also provide some guidance on how you can reposition students as partners.
Peer feedback can be built into your video assessment rubric. The process of giving feedback can help the giver and the receiver with their own assessment. You can also help students understand and engage with your rubric by working with them to apply their rubric to an example of a video.
Why a video assessment needs specific criteria
In a literature scoping study Snelson (2018) reviewed a total of 61 studies published between 2006 and 2017. These were selected and analysed through a systematic process. Findings suggest that video production projects were integrated in learning and teaching to meet information, performance, composition, literacy, or creativity learning outcomes. However, there was little found about assessment instruments used to evaluate student videos.
This tells us that there is still some inconsistency and lack of clarity around what can and should be assessed in video. In the Video assessment criteria categories resource, you’ll discover some frameworks and tools to help you assess students’ videos.