{"id":610,"date":"2022-11-02T14:51:42","date_gmt":"2022-11-02T18:51:42","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/?p=610"},"modified":"2022-11-02T14:51:42","modified_gmt":"2022-11-02T18:51:42","slug":"how-and-why-to-use-video-assessments-in-alternative-grading","status":"publish","type":"post","link":"https:\/\/courses.bowdoin.edu\/baldwin-clt-teaching-times\/teaching\/how-and-why-to-use-video-assessments-in-alternative-grading\/","title":{"rendered":"How (and why) to use video assessments in alternative grading"},"content":{"rendered":"

Post from Grading for Growth by Robert Talbot<\/a><\/p>\n

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The word \u201cassessment\u201d means literally \u201cto sit down with\u201d. So when we assess students, it should be like pulling up a chair next to them and having them show us what they know. Videos can be a great way to make assessments feel a little more like this.<\/p>\n

Excerpt:<\/p>\n

Why do video assessment?<\/h2>\n

But why bother with video, when traditional written assessments can do the job and keep students involved in a feedback loop?<\/p>\n

I started using student-created video as an assessment medium out of necessity. A few years before\u00a0I got started with specifications grading<\/a>, I taught an asynchronous online Calculus class. Students worked online homework problems as part of their grade, but these were graded entirely by the online system. That didn\u2019t seem like a good indication of real understanding, so I looked for a way to give them a chance to add some depth to their answers. Turning in written solutions would have worked, but I thought it would be more interesting to have students record themselves working out their solutions on video instead.<\/p>\n

Not only were the video solutions more interesting, they were\u00a0better<\/em>\u00a0than written solutions.\u00a0The majority of information that we communicate is nonverbal<\/a>, and when a student makes a video of a calculus problem, the student\u2019s visual presence \u2014 body language, hand gestures, handwriting size \u2014 tell me at least as much about their true understanding of and engagement with a problem as a written record does. In the end, the work was graded on correctness of the result and the quality of the explanation. Video went a long way towards improving those explanations.<\/p>\n

Video solutions added a much-needed human dimension to the asynchronous course because I could finally see what the students looked like and hear what they sounded like. I got permission from students to take successful video solutions and make them available to the class on the LMS, giving the vibe of \u201cpresenting work at the board\u201d and giving students the sense that they belong to a class of human beings and are not just a row in a spreadsheet.<\/p>\n

How to do video assessment<\/h2>\n
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