In response to a call for more work integrated and authentic assessment in higher level undergraduate courses (that prepare students for workplace environments or postgraduate study), this technique encourages students to reconsider the ways they might create or adapt traditional academic content to a range of audiences. In groups of 3-4 students revise a thesis addressed as part of a major assessment (usually an
essay
), and amend this to a mode suitable for an 8 minute
video
disseminated via a closed YouTube channel. The video can take various forms including documentary-style, dramatic or theatrical renditions, stop motion/lego reconstructions or even vlogs. Students complete the task in groups and upload their video to a playlist on a private YouTube channel, which is presented in the final weeks of semester as part of a class showcase. This piece scaffolds well with a major assessment item, but is also well-supported by a reflexive piece such as a journal or peer
review
. Centrally, this technique familiarises students with transferable skills inherent to the
creative
production process – including using video
editing
functions (on YouTube); shooting using a range of digital devices (including mobile phones) - which are key workplace skills across a variety of disciplines.
Advantages
This task caters for student flexibility as well as a variety of learning styles, wherein students can elect to create their
video
in their own time and in a modality that is most meaningful to them. Group work fosters leadership and a video component encourages the development of
creative
communication skills. This task is applicable to a diverse range of HaSS disciplines where communicating to a diverse audience is considered a valuable workplace skill.
Challenges
While no specific high level production technology is required for this assessment, digital equity issues can arise when asking students to create their own
video
productions. Most students will own a smartphone on which they can record, but equipment or
editing
facilities should be made available to students without access to personal devices or a home office.
Tips for implementation
Be transparent with students as to the aim of this task to impart transferable and diverse skills in
creative
production and content creation for various (non-academic) audiences. Students are apt to take more from this task if they can recognise the broader skills it helps to foster in addition to course content itself.
How it supports academic integrity
Students must appear in their own
video
production in some form (be it in on screen, voicing a narration, or offering an original script), hence the ability to outsource this task is limited. In addition, all
written
scripts are uploaded via Turnitin.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.
