Literaturnachweis - Detailanzeige
| Autor/inn/en | Wakefield, Andy; Pike, Rebecca; Amici-Dargan, Sheila |
|---|---|
| Titel | Learner-Generated Podcasts: An Authentic and Enjoyable Assessment for Students Working in Pairs |
| Quelle | In: Assessment & Evaluation in Higher Education, 48 (2023) 7, S.1025-1037 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wakefield, Andy) ORCID (Pike, Rebecca) ORCID (Amici-Dargan, Sheila) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2022.2152426 |
| Schlagwörter | Student Projects; Cooperative Learning; Audio Equipment; Handheld Devices; Teamwork; Undergraduate Students; Student Motivation; Foreign Countries; Creativity; Biological Sciences; Student Evaluation; Performance Based Assessment; Student Attitudes; Communication Skills; United Kingdom |
| Abstract | Assessment and feedback are common sources of student dissatisfaction within higher education, and employers have shown dissatisfaction with graduates' communication skills. Authentic assessment, containing 'real-world' context and student collaboration, provides a means to address both issues simultaneously. We discuss how we used authentic assessment within a biological sciences degree programme, replacing an individually written essay coursework assignment with learner-generated podcasts. We outline our implementation strategy in line with existing theory on learner-generated digital media, assessment for learning and self-regulated learning. Quantitative and qualitative analysis of survey data (2020 and 2021) indicate students prefer podcast assignments over traditional essay coursework, perceiving them to be more enjoyable, authentic, allowing for greater creativity, and better for building their confidence as communicators. Podcasting as an assessment may have a positive influence on knowledge retention and promote deep learning too. Our assessment design provides opportunities for community building, formative peer review and enhancing assessment literacy, while also being flexible enough to be used across any discipline of study and/or as an inter-disciplinary assessment. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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