1. Dr Pii-Tuulia Nikula Eastern Institute of Technology
Increasing international students’ choice in summative assessments – the use of video presentations in demonstrating learning
Dr Pii-Tuulia Nikula
Eastern Institute of Technology

2. Content Increased flexibility and choice in tertiary education
Video presentation as an assessment style
Case study findings
Discussion
E.g. culturally sensitive learning environments/online and blended

3. Context Flexibility/choice in education
“how, what, where, when, and with whom” students participate in learning (Collis & Moonen, 2011, p. 15).
Flexibility/choice in assessments
Giving students a choice on submission style, e.g. video or a written report
What could be other ways to integrate flexibility/choice in assessments?
E.g. culturally sensitive learning environments/online and blended

4. Flexibility in Assessments (Wood & Smith, 1999)
Style
Timing
Tools
Grouping
“In true flexible assessment, the student has the freedom to prove they have met the required standard, using any mode or combination of modes they prefer, and submit for marking whenever they want” (McCurdy, 2000, p. 228).
Weighting
Content
Marking
Feedback
Timing = when
Tools e.g. calculators, open/closed book
Grouping: individual, collaborative, size of the groups, roles
Weighting: given to different components
Content: choice of topics
Marking: students, lecturer, peer
Feedback how

5. Research: Assessment Flexibility
Possible benefits of increased flexibility/choice in assessments
more valid assessment of student learning
increased student engagement
more equitable/improved student performance
Some concerns
Practical considerations, e.g. timing of assessments
Formal assessment rules (e.g. NZQA)
Learning outcomes: e.g. weighting or style (academic writing skills)
Sources: Greene & Crespi, 2012; Hanafin, Shevlin, Kenny, & Neela, 2007; Irwin & Heppelstone, 2012; Steventon, 2012; University of Teesside, 2012

6. Research: Assessment Style Flexibility
International students struggling with academic writing may benefit from alternative submission styles, such as audio or video presentations
How relevant are essay writing skills for our graduates in the future?
Do students have the technical competencies to create a video?
Can we detect plagiarism in the video narrative?
Sources: Greene & Crespi, 2012; Hanafin, Shevlin, Kenny, & Neela, 2007; Irwin & Heppelstone, 2012; Mavroudi & Jons, 2011) Steventon, 2012; University of Teesside, 2012

7. Case Study Postgraduate applied management programme
Mainly international students
Flexibility in assessments trialed in one of the courses where previously all the assessment work needed to be submitted in a written format
Content: students were required to describe, justify and critique their chosen business strategies (theory, application, evaluation)

8. Case study Research questions
Do students take an opportunity of the different assessment style choices?
How do students perceive the video assessment style?
Do students believe that the assessment style choice allows them to better demonstrate their learning?
Method
Two anonymous online surveys (A1: 50 % and A2: 85 % response rate)

9. Case Study: New Delivery
Assessment 1 (group assignment)
STEP 1: written report
STEP 2: video presentation
STEP 3: groups allowed to make a choice (report, video, or in-class presentation)
Assessment 2 and 3 (individual assignments)
Students allowed to make a choice: report, video (A2: also in-class presentation)

10. Findings: Assessment Style Choice
Table 1: Assessment style choice (actual)
Written presentation
Video presentation
In-class presentation
A1: Step 3
40 %
60 %
0 %
Assessment 2
90 %
10 %
Assessment 3
80 %
20 %
N/A

11. Findings: Assessment 1 Survey
Table 2: Student perceptions of video assessments
Before completing A1, I felt confident about putting together a video assignment
3.0
After Assessment 1, I feel more confident about putting together a video if required
3.9
I will consider choosing a video assignment in the future if given the choice
3.3
The video assignment style made the assessment more interesting
4.1
The video assignment style made the assessment more time consuming
3.1
I liked the fact that we were provided a choice in the final assignment (e.g. video)
4.5
Scale: 1 (strongly disagree) – 5 (strongly agree)

12. Findings: Assessment 2 Survey
Table 3: Students’ confidence in their skills before Assessment 2
The used scale was 1 (not confident) -5 (very confident). Differences are not statistically significant
Video presentation
Written report
Academic writing
4.5
3.6
Public speaking 4
3.4
Technical (e.g. video software)
3.3

13. Findings: Assessment 2 Survey
Table 4: The following aspects influenced my choice of the assessment style
Scale: 1 (strongly disagree) -5 (strongly agree). Differences are not statistically significant
Video presentation
Written report
Prior experience
3.5
4.1
Prior success (achieved mark) 4
Technical requirements
3.7

14. Findings: Assessment 2 Survey
I liked the opportunity to choose from different assessment formats
4.1
The ability to choose the assessment format, made the assessment task more enjoyable
4.2
The ability to choose te assessment format, helped me showcase my learning and play to my strengths
I would like to have similar options as part of my future study
4.4
Scale: 1 (strongly disagree) – 5 (strongly agree). Differences are not statistically significant.

15. Findings: Assessment 2 Survey
Table 6: “How likely are you to choose this assessment style if provided as an option in your future assignments”
The used scale was 1 (I will not choose) -4 (I will choose). Differences are not statistically significant
Video presentation
Written report
3.5
In-class presentation 4
2.6
2.9

16. Findings
Did students take an opportunity of the assessment style choice provided?
To a limited extent
How did students perceive the video presentation style?
The video style was perceived to make the assessment more interesting. However, before Assessment 1, 30 % of students did not feel confident putting together a video assessment (none of the students felt highly confident)
Did increased choice allow students to better demonstrate their learning?
Yes (based on students’ own experiences/perceptions)

17. Critical Evaluation of Findings
Students were offered new styles (such as the video) as alternatives to more traditional written reports - but most students chose the traditional format
Even some students who were highly confident of their public speaking and technical skills, and less confident of their academic writing, ended up choosing a written report
Students like the choice, but prefer written assignments. Hence, does flexibility in assessment styles provide any (actual) added value?

18. References NTLT Conference
Collis, B., & Moonen, J. (2011). Flexibility in Higher Education: Revisiting Expectations. Media Education Research Journal, 19(37), 15–25.
Greene, H., & Crespi, C. (2012). the Value of Student Created Videos in the College Classroom – an Exploratory Study in Marketing and Accounting. International Journal of Arts & Sciences, 5(1), 273–283.
Hanafin, J., Shevlin, M., Kenny, M., & Neela, E. M. (2007). Including young people with disabilities: Assessment challenges in higher education. Higher Education, 54(3), 435–448
Irwin, B., & Hepplestone, S. (2012). Examining increased flexibility in assessment formats. Assessment & Evaluation in Higher Education, 37(7), 773–785.
McCurdy, D. (2000). Action and Emancipation: The Flexible Assessment Paradigm, CITRENZ Conference Proceedings
Schwenger, B. (2016). Enhancing students’ tertiary blended learning experience through embedding digital information literacy. Journal of Perspectives in Applied Academic Practice, 4(1), pp
Steventon, G. J. (2012) Finding their voice: podcasts for teaching, learning and assessment. in L. Clouder, C. Broughan, S. Jewell and G. Steventon (Eds.) Improving Student Engagement and Development through Assessment: Theory and practice in higher education, 86-98, Oxford: Routledge
University of Teesside. (2006). Inclusive assessment. Rough guides to learning & teaching series. Teeside: University of Teesside
Wood, L. N., & Smith, G. H. (1999). Flexible Assessment. In The challenge of diversity : proceedings of the [Delta] ’99 Symposium on Undergraduate Mathematics (pp. 154–158). Laguna Quays: University of Southern Queensland Press.
NTLT Conference

19. Thank you!