Student’s Video Production as Formative Assessment

Abstrakt

Learning assessments are subject of discussion both in their theoretical and practical approaches. The process of measuring learning in physics by high school students, either qualitatively or quantitatively, is one in which it should be possible to identify not only the concepts and contents students failed to achieve but also the reasons for the failure. We propose that students’ video production offers a very effective formative assessment tool to teachers: as a formative assessment, it produces information that allows the understanding of where and when the learning process succeeded or failed, of identifying, as a subject or as a group, the deficiencies or misunderstandings related to the theme under analysis and their interpretation by students, and it provides also a different kind of assessment, related to some other life skills, such as ability to carry on a project till its conclusion and to work cooperatively. In this paper, we describe the use of videos produced by high school students as an assessment resource. The students were asked to prepare a short video, which was then presented to the whole group and discussed. The videos reveal aspects of students’ diï¬culties that usually do not appear in formal assessments such as tests and questionnaires. After the use of the videos as a component of classroom assessments and the use of the discussions to rethink learning activities in the group, the videos were analysed and classified in various categories. This analysis showed a strong correlation between the technical quality of the video and the content quality of the students’ argumentation. Also, it was shown that the students do not prepare their video based on quick and easy production; they usually choose forms of video production that require careful planning and implementation, and this reï¬ects directly on the overall quality of the video and of the learning process.
PDF (English)

Reference

Ausubel, D. P., Novak, J.D. & Hanesian, H. (1978). Educational psychology: A cognitive

view. New York: Holt, Rinehart and Winston.

Black, P. (1998). Testing: Friend or foe? The theory and practice of assessment and

testing. London: Routledge and Falmers.

Pereira, M.V., Barros, S. S., Rezende Filho, L. A.C. & Fauth, L.H.A. (2012).

Audiovisual physics reports: students’ video production as a strategy for the didactic

laboratory. Physics Education, 47, 44–51.

Vonk, M. (2012). Video is the new writing: Are you literate? Physics Today. Available at

http://www.physicstoday.org/daily edition/points of view/video is the new writing are

you literate

White, R. & Gunstone, R. (1992). Probing understanding. London: Routledge and

Falmers.

Autoři, kteří publikují v tomto časopise, souhlasí s následujícími body:
  1. Autoři si ponechávají copyright a garantují časopisu právo prvního publikování, přitom je práce zároveň licencována pod Creative Commons Attribution licencí, která umožňuje ostatním sdílet tuto práci s tím, že přiznají jejího autora a první publikování v tomto časopisu.
  2. Autoři mohou vstupovat do dalších samostatných smluvních dohod pro neexkluzivní šíření práce ve verzi, ve které byla publikována v časopise (například publikovat ji v knize), avšak s tím, že přiznají její první publikování v tomto časopisu.
  3. Autorům je dovoleno a doporučováno, aby zpřístupnili svou práci online (například na svých webových stránkách) před a v průběhu redakčního řízení jejich příspěvku, protože takový postup může vést k produktivním výměnám názorů a také dřívější a vyšší citovanosti publikované práce (Viz Efekt otevřeného přístupu).