This peer-reviewed conference abstract is the second of three assessment pieces in SWSP1012 - Social Being: Power, Structure and Agency, at the end of which students will be ready to present a paper at a fictitious conference entitled Advancing Human Rights, Social Justice, and Respect for Diversity in Australia Today.

Beginner level language students use Flip to produce informative videos for an external audience: high school students visiting Brisbane

Underpinned by the principles of authentic assessment, students are required to create an infographic and accompanying video presentation. This gives students an opportunity to develop their skills with communicating economic thinking in non-technical plain language to a range of audiences using different modes.

One of my elective law courses, Asian Legal Systems, presented a challenge. As well as enabling students understand how law and legal institutions in Asia operate in different and distinctive ways, the design of this comparative law course was to facilitate discussion and the sharing of perspectives thus maximising student input. Keeping these dynamics alive in Zoom classes led to several modifications in assessment.

In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback.

Flip is an online video-based social learning platform, that allows students to see each other online, learn from one another through vlogging, and connect to each other on a socio-emotional level, in their own time (asynchronously). Students can provide video responses to other students or teacher and can provide private or open feedback to all students.

This assessment consists of three assessable tasks linked to an online airline simulation that learners complete throughout the semester. Learners are grouped into teams to set up, manage and operate their airline. The first assessment task is a 5-6 minute video proposal and contributes 15% of the final grade for the unit. The next assessment task requires students to write an annual report based on the performance of their airline after four quarters. This task is weighted at 15% and is also a team-based assessment. A further 10% is allocated to teams based on various simulation performance metrics.

This authentic assessment sees students work collaboratively in groups to engage an external participant group in the production of media output based on topical and generative themes selected by the organisation participant through processes of facilitation and discussion.

Students work in pairs to create a short (3 minute) educational video for presentation during a scheduled tutorial time. Students choose for the topic of their video a real-life context that allows them to explore and teach a concept relevant to the course.

In small groups students create a short YouTube video production communicating an otherwise complex or scholarly argument (developed out of an essay assessment item) in a form appropriate to an open audience. Ideally scaffolded with reflexive assessment items, this technique emphasises key workplace skills in production, messaging and interpersonal communication.