Implementing Student-Generated Videos at the University as an Alternative Form of Assessment: A Study on Drama and Novel Courses

Résumé

The aim of this research is to explore the effectiveness of integrating video assessment in classrooms to improve student performance and educational development. It also examines the potential benefits of adopting video creation as an alternative testing option to written exams as such a video creation can serve as a proven method of assessment in certain aspects as it expands the scope of learning and teaching possibilities, especially when these types of videos are deployed as midterm or final exams within the educational process. The study was based on a quantitative approach where two groups of students were divided into two classes (drama and novel). Students were not required to use different video design techniques as the main focus was on the digital illustration of the videos. Two short online questionnaires were also delivered to students and teachers of the English Department to present the advantages and disadvantages of generating video assessment. Student -generated- video data was collected by filling out written assessment sheets regarding monitoring students’ video production and online questionnaire data was collected via WhatsApp and Telegram applications. This study indicated that the results of generated videos assessment in both classes varied among students, particularly in their language and technical proficiency, and their scores on the video production assessment ameliorated compared to those got in their previous written tests. The results of the two short questionnaires revealed a discrepancy between teachers calling for the adoption of digital facilities and equipment and students divided between satisfaction and concerns about their proficiency in video design specifically.