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In Alberta, Grade 4 is the first year students take
French as a second language. A fun assessment is to put students into pairs and have them act out a conversation. It usually takes them a few tries to get their pronunciation and vocabulary right, but they're inspired to master it because they know they're sharing their video with the class. "Marks" aren't necessarily a huge motivator for a 9-year old.

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I really liked this article that demonstrates how a teacher used videos to assess the learning of his physics students. Video enabled this teacher to quickly determine the level of understanding of his students and helps them actually learn the topic as well.

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As a physics professor, I have two jobs. The first, obviously, is to help students understand physics. That makes me something of a coach. But I want to talk about my second job: evaluating what students understand about physics. You might call this grading them.

Evaluating a student's understanding of a topic is like taking a measurement. However, it requires measuring something that is difficult to see. It's not like I can stick a ruler into a student's brain to determine the size of their physics stuff. Now, most teachers use indirect means, usually a multiple-choice test or an exam in which students work through a problem. These are poor measures of student understanding. Someone could simply guess, or flub the answer through a silly mistake.

So how can I accurately assess a student's understanding of physics? Until someone invents a way of reading a student's mind, I must do something else. I use a combination of written tests and video assessments.

What is a video assessment? Glad you asked. Let me explain. Suppose I want my student to demonstrate their understanding of the momentum principle. A written test might do that, but I give my students the chance to create a short video-less than five minutes-in which they solve a problem. They post it, send me a link, and I assign a grade. Students who don't like their grade can keep sending me videos.

You will be surprised how quickly a short video conveys just what students know-or don't know-about the subject. I can tell how well they understand a concept simply by looking at the problem they choose to solve. When students approach a new idea, they tend to pick trivial problems that require little more than plugging data into an equation. As their understanding of the material deepens, they tackle more complicated questions, or even make up problems on their own.

I'll give you an example. During the second semester of introductory (calculus-based) physics, one idea I expect students to understand is the electric field due to a dipole (an electric dipole has a positive and negative charge very close to each other). In class, I discuss the derivation of the electric field due to a dipole along the axis of the dipole and perpendicular to the axis. The textbook covers this as well. Since there are a limited number of problems a student can solve to demonstrate an understanding of this topic, I suggest they submit a video in which they derive the electric field due to a dipole. But here is the cool part: Even though I cover this in class and the text book goes over it in detail, a video tells me within minutes if a student truly grasps the concept.

But wait! It gets even better. Making videos actually helps students. I know this, because a former student told me. "At first, I really didn't like making videos for physics," she said. "But after a while I realized that by making videos, I started learning physics. At first I was tempted to wait until I understood the idea to make a video, but this was a mistake. The videos aren't just for assessment, they are for learning."

Boom! I win. Every physics professor knows that the person who learns the most in class is the instructor. When students make a video, they are giving me a physics lesson. Each student is an an instructor of one-or a million, depending upon how many people watch the video.

Another benefit of having students make videos is it exposes them to more information. One common (and not-so-great) strategy students use when solving a problem is searching online for videos. Apparently they think finding just the perfect video will give them a thorough understanding of the topic, or at least an answer to the problem. But they often realize that many of these online solutions are bogus. Yes, it's true-some of the stuff you find online is wrong. I know you are surprised by this.

By now you are surely thinking that you ought to use video assessments too. Great! Where do you start? Let me point you toward Any Rundquist-SuperFly Physics. He didn't create video reassessments, but he's inspired just about everything I've done. And check out Josh Gates-Newton's Minons, because he has great stuff too. If you'd like to see how I do it in my class, this course page includes loads of info.

And to all you students, if you use a phone to shoot your video, please don't use portrait mode.

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The Best Way to Test Students? Make Them Explain It On Video

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As a physics professor, I have two jobs. The first, obviously, is to help students understand physics. That makes me something of a coach. But I want to talk about my second job: evaluating what students understand about physics. You might call this grading them.

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I use video to reinforce written task with visual analysis in some projects or assessments. The one that comes to my mind now is an assessment over the concepts of angles and trigonometry in math. In this task the students are asked to elaborate an optimum plan to get the mast of a boat pass under a lower bridge. The students are provided with relevant information and a video to make their own sense and conception of the situation described. I have noticed that such techniques make assessments more accessible to students. To have an idea about the task check out the video below. My students are usually more creative and perform well over assessments that embed visual elements that support the information that they are supposed to use in order to solve problems.

Vivien

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I can envision that video can easily be utilized by students for self-evaluation purposes.  As part of our end of year assessments, students are expected to complete a self-assessment reflection for their learning.  Students complete this as a written piece but it could done so as a digital process as well.  Along with utilizing the digital skills that they have developed over the course of the year, it could be more meaningful having students complete their own assessment of learning as a completed project.  Final submissions can be uploaded to their digital portfolio, sent to parents, etc. 

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I can envision that video can easily be utilized by students for self-evaluation purposes.  As part of our end of year assessments, students are expected to complete a self-assessment reflection for their learning.  Students complete this as a written piece but it could done so as a digital process as well.  Along with utilizing the digital skills that they have developed over the course of the year, it could be more meaningful having students complete their own assessment of learning as a completed project.  Final submissions can be uploaded to their digital portfolio, sent to parents, etc. 

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Thanks, Dan

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FlipGrid Present & Reflect -Kelly Nichols

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FlipGrid Present & Reflect -Kelly Nichols

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The word reflection has started to become a negative word in our school, students feel overloaded with the amount of reflections they are doing in each course. Reflection isn't new, but the format has become very much static and thus students are aware when they "reflect". In attempt to overcome this barrier, I asked students to deliver their presentation in either a informercial or instablogger format. They provided information on how their "happiness" or "de- stress" activity positively affected mental, physical, social health and well-being. Students had taught these 10min lessons previously in class and so as requirement for their infomercial or instablogger ad, they needed to give "testimonials" for other peers videos of how they felt, what they liked, which one was most effective etc. The trick worked as no complaints about having to reflect was heard. For privacy reasons I cannot share their videos so I will leave you with an example video I provided for them on how they could shape their infomercial Flipgrid video.

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Seesaw is as a video-based assessment tool beside as it is a digital journal tool too for students and teachers too.

In Seesaw, students can record a video clip to show their understanding of a subject, a unit, a project etc. This clip can be uploaded into the personal journal of the students where teacher have access to the student’s account. Teachers can view and evaluate the students work and given assessment and feedback to the students. Seesaw also allow parents to access and be invited to the students’ portfolios where they can see, watch the video and all materials of evidence of the learning that is happening in the classroom. It is a great multimedia tool; check it out  https://web.seesaw.me

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Student Checkpoint Feedback  - Formative Assessment

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Student Checkpoint Feedback  - Formative Assessment

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In the one class I teach online I provide checkpoint feedback for the major projects assigned. At these checkpoints I often provide video feedback so that I can visually show them where they may have gone wrong in their spreadsheet and offer some ideas to get them on the right track. The visual is great in addition to the text and audio to provide effective feedback.
S.Roch

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We've often videoed students' presentations to allow them the chance to review their pronunciation, vocabulary, and intonation. It's really useful when the student and teacher can review together. One limitation to this can be storage space and students' hesitation to have videos put up on YouTube, even  if they're made private or unlisted. However,  if there's enough space on their own phones, it's a great mobile tool for reviewing purposes!

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I spoke about this in the other padlet but thought it was worth mention again. If you ever have the opportunity give your students the option to create VLOGS as a way to demonstrate their mastery of certain learning outcomes. The above digestion video is a testament to the rich creativity, planning, understanding and long term memories associated with creating such wonderful digital creations. In addition as part assessment you can ask students to offer their reflections on the course as a whole or certain segments of the course. What did they find most interesting, or why was the course important are broad reflective questions that (in my experience) offer students a great opportunity to voice their opinions.  This also serves as a good way for you to get feedback on your lesson, unit or course.
-Dustin H

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In September I want to start a genius hour where students will come up with a plan for a personal project. It won't be 'marked' exactly, but they will be responsible for a video reflection at the end of each work period. I think it would be a great way for them to show what they learned, what frustrated them, how they solved problems etc. It's also more universal then writing, the learners are all at different levels, so a 30 second video (hopefully) will be less onerous for them than a written reflection.
Sara M

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In on of my classes, we had students work on persuasive speaking through developing an elevator pitch for an idea. In it the students had to present their idea to a wide audience in less than 2 minutes in a convincing way. As a class, each students responded and rated each other based on their interest level in padlet.
-Bryan

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One of my go to's for assessment of learning is having my students create science videos demonstrating their learning similar to what digestion dundee was doing. This year I had my students create their own Newton's Laws of motion demonstration. It required them to plan their experiment and storyboard how they were going to demonstrate their learning.

- Johnny W.

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In our grade five class, we have a set of periods set aside for students to create an "Action Plan". This is a plan to make a change in their environment that will improve overall quality of life. Some students create an action plan to create a new "park space" (SKATEBOARDING, PET FRIENDLY, SPLASHPARK) close to home or on school property. Others try to find ways to make local roads that are more kid-friendly by limiting speed to 30km/hr or even limiting cars during certain periods of the day. The final product is a 5 minute presentation of their plan that can be done live or as a multimedia presentation. The final product should be something they can take to any group that will listen to them, like municipal council meeting, school board trustees or the principal of the school. Most kids tend to still like to build a model but many are beginning to incorporate their model into a short video in order to get their idea more exposure in the real world. Accessibility is a big part of how we assess their final product.  I will often shoot a short video of each group telling me their plan in ten seconds or less at the early stage of development. This video often gets them motivated and engaged to tackle their idea.
-Ryan Dorey

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I haven't really thought of video as being used as an assessment tool and don't have any examples I have used myself. However I have a friend who teaches French and what she has done with some writing lessons is have the students pair off, after they have completed their writing, and use Chrome Books to record each other reading their piece. They can then watch the videos and self assess and critiques their writing and pronunciation.
--Charles

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This app is free for teachers; they can create a free account for themselves and up to 50 students. It can be used for class assignments and formative assessment; e.g. students can create/share short videos about what they learned from a lesson. Click on the link to learn more about all the features included in this educational video-making app.
-Sarah J

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