Assessment design: video as an assessment tool
Assessment design: video as an assessment tool
The Interaction Design module for second year undergraduates in Computer Science and related disciplines at the University of Southampton has presented important challenges in assessment in recent times given two important constraints: firstly, the large increase in student numbers (from less than 80 in recent years to over 160 in 2016/17). Secondly, the fact that it is difficult to measure the intended learning outcomes of the module in a scalable manner.In particular, students are required to conduct qualitative research, which in turns informs the creation of prototypes for technical solutions to student-selected problems from diverse areas of interest. Providing students such diversity of choices encourages creativity and freedom of expression, as well as their application of the theoretical background of human-computer interaction.This presentation explains the authors’ approach to the main coursework assessment, and how the medium of video has allowed for the expression of creativity and application of knowledge, whilst allowing for considerable ease of marking compared with traditional alternatives. We were able to provide feedback on this work in a timely and comprehensive manner, which has been reported by students as beneficial.
Wilde, Adriana Gabriela
37ee0dec-a07f-4177-b291-96037fe48e14
Snow, Steve
475bccef-a436-476f-ab42-a3581be78de8
14 September 2017
Wilde, Adriana Gabriela
37ee0dec-a07f-4177-b291-96037fe48e14
Snow, Steve
475bccef-a436-476f-ab42-a3581be78de8
Wilde, Adriana Gabriela and Snow, Steve
(2017)
Assessment design: video as an assessment tool.
What Works in Assessment and Feedback: Simply Better, University of Southampton, United Kingdom.
14 Sep 2017.
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Conference or Workshop Item
(Paper)
Abstract
The Interaction Design module for second year undergraduates in Computer Science and related disciplines at the University of Southampton has presented important challenges in assessment in recent times given two important constraints: firstly, the large increase in student numbers (from less than 80 in recent years to over 160 in 2016/17). Secondly, the fact that it is difficult to measure the intended learning outcomes of the module in a scalable manner.In particular, students are required to conduct qualitative research, which in turns informs the creation of prototypes for technical solutions to student-selected problems from diverse areas of interest. Providing students such diversity of choices encourages creativity and freedom of expression, as well as their application of the theoretical background of human-computer interaction.This presentation explains the authors’ approach to the main coursework assessment, and how the medium of video has allowed for the expression of creativity and application of knowledge, whilst allowing for considerable ease of marking compared with traditional alternatives. We were able to provide feedback on this work in a timely and comprehensive manner, which has been reported by students as beneficial.
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Published date: 14 September 2017
Venue - Dates:
What Works in Assessment and Feedback: Simply Better, University of Southampton, United Kingdom, 2017-09-14 - 2017-09-14
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Local EPrints ID: 436182
URI: http://eprints.soton.ac.uk/id/eprint/436182
PURE UUID: cde60832-3626-49d2-bfe6-0cf9e6313646
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Date deposited: 03 Dec 2019 17:30
Last modified: 16 May 2020 00:47
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Contributors
Author:
Adriana Gabriela Wilde
Author:
Steve Snow
University divisions
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