Evaluating video/screencasting softwares

Evaluation of SCS including webcam support

Collaaj

I am in the process of writing a paper about SCS and at the same time I am playing about with different software, probably as a procrastination method, but also because I want to see what is on offer.

This was made using the free version of Collaaj which allows a 2 minute recording to be uploaded. This video took up about 12 MB so theoretically one could store around a hundred 2 minute videos (actually less, but lets not quibble).

It would also be good to play around with the kind of mouse used. This would need to be done in windows (or whatever OS) settings. It is possible to download and install custom mouse pointers (see deviantart.com, search for mouse cursors, go to personalise etc etc).

Assessment design for learner responsibility by David Nicol

Ten Principles of Good Assessment and Feedback Practice Good assessment and feedback practices should:

1. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task?
2. Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning?
3. Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct?
4. Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback pro cesses activate your students’ motivation to learn and be successful?
5. Encourage interaction and dialogue around learning (peer and teacher- student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course?
6.  Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course?
7. Give learners choice in assessment – content and processes To what extent do students have choice in the topic s, methods, criteria, weighting and/or timing of learning and assessment tasks in your course?
8.  Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions?
9. Support the development of learning communities To what extent do your assessments and feedback pro cesses help support the development of learning communities?
10.  Help teachers adapt teaching to student needs To what extent do your assessment and feedback processes help inform and shape your teaching? 

Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. From the
REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007 . Available at http://ewds.strath.ac.uk/REAP07

Block 4 Activity 2a: Exploring authentic assessment

Authentic Assessment

I find myself having a rather immature emotional reaction to this subject. It stems from experiencing years of inauthentic assessment at a grammar school during the 70s when the only thing that mattered was memory. This also is pretty much the only thing I don't have, as I have intelligence in bucket loads! (I'm not saying this to blow my own trumpet, only in order to try to throw light on how frustrating, and damaging, experiencing false assessment can be.)

So from a terribly personal perspective I am very aware that assessment of knowledge is a very different thing than assessment of memory. When I finally discovered the joy of learning, it came hand in hand with being assessed for work I was doing, whether that was simply writing an essay (in the peace of my own room) or producing a film in a group of like-passioned people.

Therefore I am tempted to define authentic assessment as judgement of students' knowledge and learning through means other than memory.

However, it is clear from reading Whitelock and Cross (2012) and Mueller (1993) that this requires a far more thoughtful and positive response! The former demonstrate that the argument over its definition has raged for many years but the latter produces quite a simple definition: 

"A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills." 

Having taught KS3 & KS4 the problems of authentic assessment are very obvious; sheer numbers of students requiring frequent reporting of progress; the simplest and quickest way to get information is to set a summative computer marked test. Nevertheless changes in use of materials in exams are certainly a move in the right direction, for example in English language and literature, students are supplied with texts to analyse and are not required to quote by rote. This differs hugely from my experience in the 70s having to memorise poems, novels and Shakespeare plays. Unfortunately our current government seems intent on returning to this type of testing and eradicating coursework.

---

Whitelock, D. and Cross, S. (2012) ‘Authentic assessment: what does it mean and how is it instantiated by a group of distance learning academics?’, International Journal of e-Assessment, vol. 2, no. 1 [Online]. Available at http://journals.sfu.ca/ ijea/ index.php/ journal/ article/ view/ 31 (accessed 30 June 2014).

Mueller, J., (1993). What is Authentic Assessment? (Authentic Assessment Toolbox). [Online] Available at: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm (Accessed 30 Jun. 2014)