Student Produced Videos - An Innovative and Creative Approach to Assessment

Caroline Jane Speed, Giuseppe Andrea Lucarelli, Janet Olwyn Macaulay


The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University.  Through the introduction of an innovative approach to assessment using small group student produced videos, we aim to improve skills in theoretical understanding, data analysis and presentation.

This paper details the design of instructional guidelines for small group student produced video assessment, the implementation of the video assessment into 2nd and 3rd year biochemistry laboratory practical classes and the generation of research outcomes and evaluation of this novel assessment technique. Observation of student behaviour during the laboratory classes found students were filming/photographing their experiments and appeared far more engaged with the actual experiments than in previous years. In addition, many student videos demonstrated high levels of creativity and critical thinking. The student produced video assessment did provide an opportunity for creative and critical thinking in students but there are still aspects to be improved.

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International Journal of Higher Education
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