A Teaching Innovation Grant was awarded to Dr Emily Bell, Dr Rose Murray and Dr Andy Wakefield for the academic year 2017/18 – you can find a summary of the project they undertook with their grant below. If you would like to read the full report, please contact firstname.lastname@example.org.
Project members (PMs) (Bell, Murray and Wakefield) are developing an open-access framework to enable the easy implementation of innovative and creative assessment. This includes an interactive guide for teachers and learners which supports the creation of video as a means of assessment. This guide provides step-by-step instructions on how to use audio-visual production/editing software as well as helpful advice on suitable equipment. PMs are also creating an appropriate, transdisciplinary framework for evaluation of the students’ video projects. By focusing the assessment of the video at group level and embedding this within a portfolio of supporting tasks the PMs hope that their guidance will be applicable to a greater number of disciplines within higher education.
This novel assessment method was embedded into a field course module (June 2018), with 20 students working in groups of three or four. Students were instilled with a wide range of transferrable skills as well as having the opportunity to stretch their creative legs. In tandem, and via the same processes, students’ confidence was evaluated in four key skills areas (academic self-efficacy, groupwork, communication and digital capabilities) via data collection from pre-post questionnaires and student reflective critiques. Preliminary data analyses suggest that student confidence increased over
the course of the week in these areas.
Despite only preliminary analysis of the data gathered thus far, it is apparent that participants who took the filmmaking course perceived an increased level of confidence in several different skill areas; academic skills, social efficacy, communication sk ills and digital capabilities. The qualitative responses corroborate findings from the quantitative responses, and the authors look forward to evaluating the reflective critique data later in the year. On reflection, one of the main themes identified from the data was the increased confidence particularly in social efficacy. This was highlighted as a particular cause for anxiety or apprehension prior to the course by the participants, yet by the end, it was clearly an area in which participants had grown in confidence. This will be explored further as the project progresses. As this was a single field course from a collection of ~15 courses which run each year, it would be interesting to evaluate other courses to explore whether this increased confidence of participants is replicated, or whether it is a unique quality of the film making course. The authors hope to repeat this study in the next academic year with the following cohort of students to test the robustness of these findings.
Bristol Institute for Learning and Teaching