1. ANY A HIGGINS a.higgins@herts.ac.uk Senior Lecturer Sport Studies USING FLIP CAMERA IN ASSESSMENT

2. OUTCOMES To overview the rationale and logistical implementation of a new assessment mechanism with a Year 1 mixed cohort with the aim of improving pass rates. To provide some critical reflections of using camera based assessment processes

3. OVERVIEW Year 1 Mixed Cohort of 125 registered students Introduction to Sport Management 1 Module Coordinator High fail rates BSc Sport Studies & Joint Honours students- noticeable differences in performance

4. PREVIOUS CW PERFORMANCES P PPPREVIOUS PERFORMANCE 2008-2009

5. ISSUES & ACTIONS 15 Credit Module Previous assessment strategy = 2 x CW & 1 EX Timing of Feedback & Assessment Overload? Increasing numbers Minimising Size of Assessment 1 & Incorporating Group Assessment Strategy 2009 MEF Video Peer Assessment

6. Encouraging contact between student & lecturer Developing reciprocity and cooperation among students Gives prompt feedback Emphasises time on task Respects diverse talents and ways of learning Chickering & Gamson (1987)

7. Nicol & MacFarlane-Dick (2005) 7 Principles of Good Feedback Practice Delivers high quality information to students about learning Encourage peer dialogue with lecturer Clarify what good performance is Facilitate self-assessment Encourages positivity & self esteem Closes gap between current & desired performance Informs teachers to help shape teaching

8. INTRODUCING FLIP CAMERA Semester A- used informally with Level 2 Module Record mini lectures/ uploaded to Studynet/ Generic summative assessment feedback clips Control measure in large “ lively” groups Lecturer orientated/focused Issues with file conversion Semester B Student orientated/focus Gradually introduced to students during workshops over the semester.... Started by recording workshop discussion activity- voice only Leading up to..... Formative assessment..

9. SUMMATIVE ASSESSMENT OVERVIEW Panel Interview for a Sport Management position of choice Group Work – 5 members allocated by Module Coordinator based upon attendance patterns 1 Interviewee & 4 Panel Members Academic content – leadership theory & management skills

10. FLIP CAMERA Students given option to rehearse interview role play 1 week in advance of summative assessment date. Groups were emailed video clip to view performance Although uptake was poor- only 2 groups opted Consent gained verbally from all members before hand

11. ASSESSMENT DAY LOGISTICS One group performed role play scenario whilst being video recorded and peer assessed by one other group. Both groups would agree a peer group mark before providing each other with verbal feedback. 126 students allocated into 25 groups of 5 (5x25) 19 groups were assessed and 14 recorded....

12. GENERAL OBSERVATIONS – Positive feedback was received on lecturer allocation of grouping rather than peer group choices. – Being videoed revealed differences in attitudes amongst students – Some juggling of membership but largely group membership adhered to rigorously – Some students were initially very uncomfortable in presence of camera but became less with more exposure – Students displayed more professional behaviour patterns in diligence and performance – Presented professionally- most made effort with dress & appearance – Average mark higher than initial CW mean ( +6%) – Novelty factor high

13. BENEFITS 95 students were formatively assessed in the space of 4 hours All were given peer group feedback which was agreed /moderated by the lecturer only at point of assessment but not via formal moderation process... Efficient & economical use of time for assessment & moderation High level of engagement with the assessment process Most students groups were accurate in their peer assessments * Although some were generous and unwilling to be critical of peers

14. OUTCOMES Group CW Mean 47% + 7% difference from CW1* – CW2 57% increase in CW grade 26% decrease in CW grade 14% (n=17) DNS CW 1 17% (n=21) DNS CW 2 (NB* CW1 1000wd individual essay) OUTCOMES

15. Lessons Learnt More assistance needed with recording assessments. Timing- 15 mins allocated x 2 groups, most groups ran over- 30 min time slot in future. Issues with file conversion & studynet upload Some moderation could also be conducted Implement camera from first lecture onwards to increase familiarity. Peer group feedback was valuable learning tool LESSONS LEARNT

16. Although easy to use and to record learning events Subsequent utilisation and implementation still poses hurdles Conversion of media files to those supported by Studynet Gaining admin rights to the right software Once media files uploaded- access depends on individual student PC system configurations! AREAS FOR CONCERN

17. REFERENCES Nicol, J & MacFarlane-Dick, D. (2005) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. University of Strathclyde