How does it align with the module learning outcomes? Does it assess skills and knowledge that are key to the discipline?
For modules which have performance of practical skills as a key component, this can be a very useful assessment tool. For those which do not, you might consider making recording optional, or used as a reflective analysis tool only.
Will it be formative or summative? If summative, how will I give opportunities for practice? When will it occur in the term/module? What will the weighting be?
It can both formative or summative. When used formatively, it usually does not need to be weighted to stimulate student engagement if they are going to perform similar tasks in a summative context (whether recorded or not).
If used summatively, it will usually be as part of an already established performance/practical assessment where weightings and timings have been considered.
Giving formative practice is optimal where possible. In some situations, it is possible to allow students to practice as many times as they are comfortable before sharing the video for assessment. (see DCU case study from the previous page).
How will I mark it? Will I grade it? What criteria will I use? How will I give feedback?
If used summatively, it will usually be as part of an already established performance/practical assessment where gradings and criteria have been considered. Students often feel video recordings increase the likelihood of objective judgements by assessors.
If it is a formative or reflective tool, students can analyse themselves against set criteria for the task. If you are using this for a situation where performance will not be directly assessed, for example to help students analyse their presentation delivery skills, students can be given a short guidance sheet on aspects to analyse, or they can develop their own after reviewing the video.
Feedback can be given in any medium. For examples of good practice in giving feedback see formal feedback and informal feedback in this resource.
How can I set it up?
Expensive equipment is not required for recording, as it can be done using students’ own mobile devices. Learning technologists in departments and CTEL can provide support for students and teachers.
A key consideration is how students will submit the files. They can upload files to KEATS (using Kaltura) or upload to a restricted access Youtube site.
If you are asking peers to record each other, ensure that students know they have to do this beforehand.
How will I address potential challenges?
Do I need to make any modifications for accessibility / inclusivity? Can I build these into the design?
Students might be anxious about the recording initially if used in summative assessment. This can be mitigated by practice, or having them opt out of the recording. However, this might raise issues for external examiners.
For hearing impaired students, transcripts can be provided through audio recording software. For visually impaired students, audio description software could help. Digital devices have a variety of features which enable this. You can talk to King’s Disability Support about making the activity accessible and offering alternative ways to participate.
Do I need to make any modifications for large cohort sizes? Will it be time consuming to set up or mark? Is there anything I can do to modify it to address this?
Video recording in summative assessment will not reduce marking time but it provides more flexibility in time and place of marking and giving feedback.
This is suitable for large cohorts but it requires self and peer-organisation in recording.
How can I introduce it to students?
Always provide students with information beforehand about the type of recording you wish to use. Some students are comfortable with audio but do not like video.
Having students record themselves prior to summative assessment of performance can greatly reduce anxiety in the longer term, so it is worth talking to students about this to persuade them of benefits.