You are here:

Student-Created Reflective Video as Meaningful Formative and Summative Assessment During Hands-On Learning Experiences
PROCEEDING

, Texas State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines the use of student-created reflective videos (SCRV) to document hands-on learning experiences, including the degree to which, 1) the technical structure connected multimedia layers to communicate ideas, 2) the pre-determined topics of discussion were addressed authentically, 3) the ethnographic perspective included whole people, whole acts, and whole places, and 4) the documented behaviors represented time and continuity throughout the participant’s unique learning process. This paper provides theoretical background that supports the use of video creation to meaningfully document reflective learning, provides a logistical model for integrating the strategy that scaffolds SCRV as formative and summative assessment within teacher preparation, and uses content analysis of SCRV artifacts and a retrospective focus group to engage in the first phase of validating a proposed rubric for assessing SCRV as artifacts of learning.

Citation

Smith, S. (2017). Student-Created Reflective Video as Meaningful Formative and Summative Assessment During Hands-On Learning Experiences. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1191-1198). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides