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