Previously administered in the discipline of education, this assessment sees students work in pairs to produce an educational
video
(In the context of EDUC1703 students imagine they are producing a teaching tool for primary school student and must address a teaching concept in mathematics). Students must choose an 'real world' example or context in which to explore and teach a key theoretical or conceptual framework from the course (in EDUC1703 students choose a real-life mathematical situation and discuss this from a critical numeracy perspective). This assessment works particularly well in the context of education as it serves the dual purpose of familiarising students with content, and allowing students to understand and practice pedagogical frameworks. However, this assessment has wide transferability to all HASS courses as it teaches students digital literacies, provides opportunities for peer learning (by engaging with other student videos), and teaches students to produce audio-vidual content for specific users and/or stakeholders. Emphasis is not on production quality, but rather student's ability to demonstrate an understanding of content knowledge and to deliver this in an educational video appropriate for the intended (discipline or course specific) audience. Pairs receive a collaborative mark for this assessment.
Advantages
With its emphasis on real-life context, this assessment fosters the application of theory beyond the class room, particularly in the context of Education where student outputs may act as teaching resources in the future. Teaches students digital literacies, the ability to work collaboratively, and to produce outputs for specific audiences - competencies that map onto UQ broader graduate attributes. This assessment has wide transferability to all HaSS courses as it teaches students digital literacies, provides opportunities for peer learning, and teaches students to produce audio-vidual content for specific users and/or stakeholders.
Challenges
Some students are fearful of the IT/
video
production component of the assessment – de-emphasise the importance of production value and/or pair students who have different strengths so they can work to their strengths
Tips for implementation
Conduct dedicated workshops on technical and/or videography skills if necessary – this ensures that all students are able to equitably engage with the assessment. Provide technical skills if necessary.
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.
