Assessing video pieces

I use the following framework for assessing presentations.

*. Does it keep to the time-limit?
*. Originality and own work; citation and acknowledgement when other material used (weighting applied to all factors).
1. Communication abilities (audio, spoken, visual, written).
2. Shown competence using advanced media tools.
3. Argument demonstrates analytical skills.
4. Message and conclusions give evidence of reflective thinking and deep engagement with an advanced research topic.
5. Overall impression: Is piece competent and polished? Has producer showcased their domain knowledge and professionalism.

Help for groups

A set of really interesting video pieces on the practicalities and challenges of student group dynamics surrounding the preparation and delivery of a group project.

Learnhighergroupwork.com (creative commons license for most of the material on this site)

Also, an incredible collection of chapters and book sections on visual literacy and visual practices.

James Elkins pages at the School of the Art Institute of Chicago

Video pieces for learning and my E-Portfolio

For me the creation of student-authored video pieces is intended to satisfy the following goals.

As a way to deliver assignments.

To showcase my own capabilities.

Act as a reflective learning aide for myself.

My goal is to show that I can engage with specialised subject matter, present it in a well organised manner. I will succeed by conveying the depth my my knowledge of a topic and by making my arguments and conclusions convincing. I may not be 100% right but I will at least have a well informed opinion.

The video piece is evidence that I have good communication abilities. It shows that I am a competent user of advanced media tools. The organisation of the argument demonstrates my analytical skills. The message and conclusions show the extent of reflective thinking I have undergone to present this advanced research topic. If I collaborate with another to produce the video then that will also indicate my ability to team work. If the finished product is competent and polished then I have showcased my professionalism.

Some benefits of self (or collaboratively) authored video reports are that they give me a high degree of freedom to present the work; I have full control over the content and presentation. Others can see my work at different places and points in time, I'm not limited to a 'once-off' slideware based presentation. Producing a video version of my research forces a kind of economy and focus that other media relax, so, in going from my report to a script, to a 'tight' script and final video my research conclusions are steadily refined and distilled to a compact 'essential message' while at the same time my more expansive written report or script is there behind the presentation to 'back it up.' My video report is an accessible and engaging element of my learning portfolio, and as it is digital I can direct people to it to demonstrate both my thinking on a particular topic and the fact that I have successfully produced material in this medium. The process of producing both expanded and compact presentations of my research in various media (text, slides, direct presentation, video & voice over) drives the process of reflective learning.

Related reading:

E Portfolios in Assessment (Holtzman & Hadley, 2009)