1. IDENTIFICATION
Name of the Good practice: Video as a means of Assessment.
Authors: Assessment team. “Recording Our Europe” project.
Format: MP-4
URL:
Production date: Oct 2015
Duration : 1’13’’
Level: (Specific o adaptable) Bachillerato, adaptable to other levels.
Sinopsis: Students make some assessment interviews, to value the level of achievement reached regarding project objectives, and measure its impact among the participating students. These interviews take place in two different stages of the project, and show the evolution of the students, and the impact attributable to project.
Main Functions: Evaluation.
Name of the Good practice: Video as a means of Assessment.
Authors: Assessment team. “Recording Our Europe” project.
Format: MP-4
URL:
Production date: Oct 2015
Duration : 1’13’’
Level: (Specific o adaptable) Bachillerato, adaptable to other levels.
Sinopsis: Students make some assessment interviews, to value the level of achievement reached regarding project objectives, and measure its impact among the participating students. These interviews take place in two different stages of the project, and show the evolution of the students, and the impact attributable to project.
Main Functions: Evaluation.
2. INTRODUCTION
This good practice contains 6 video interviews recorded in October, 2015, during the Social Networks meeting, hosted in Kotka (Finland). The participants are the students joining the project from the three partner centers. The questions of the interview, written by the project assessment team, were discussed by international groups of three students.
Subjects that the good practice is related to
SUBJECTS
3. MOTIVATION
The purpose of the use of the video is to assess the impact of the project in the students who participate in the first phase. The interviews are part of the the follow-up of the project assessment, with reference to the project goals.
The items assessed in the interviews are:
4. GOALS:
5. TARGET AND RESPONSIBLE PEOPLE
5.1. Target people
Students joining the project from the three partner members.
5.2. Responsible people
The students who participated in the interviews and the project assessment team.
6. IMPLEMENTATION:
The development of this best practice involves the following phases:
Step 1: Groups by country meet in order to study the questions and give possible explanations if necessary. Furthermore, the students choose two people of each partner center that will be interviewed in step 3.
Time: 10-15 minutes.
Questions for the interview:
Step 2: International groups of three students play the following roles: the camera operator, the interviewer and the interviewee. Then, the students practice the possible answers. It is recommended that the students jot down the keywords of their answers in order to easily recall them.
Time: 30 minutes
Step 3: Recording process. Each group should have a recording device. The interviewer asks the questions and the interviewed students answers them using the keywords, if necessary.
Time: 20 minutes
Step 4: Video show.
Time: 7-8 minutes per video
This good practice contains 6 video interviews recorded in October, 2015, during the Social Networks meeting, hosted in Kotka (Finland). The participants are the students joining the project from the three partner centers. The questions of the interview, written by the project assessment team, were discussed by international groups of three students.
Subjects that the good practice is related to
SUBJECTS
- Foreign languages
- Visual and Plastic Education
- Computing
3. MOTIVATION
The purpose of the use of the video is to assess the impact of the project in the students who participate in the first phase. The interviews are part of the the follow-up of the project assessment, with reference to the project goals.
The items assessed in the interviews are:
- collaboration
- ICT development
- foreign language
- creativity
- critical thinking
- european awareness
4. GOALS:
- Register
- the oral expression in a foreign language.
- the answers of the students to the questions of the interview.
- Assess:
- the oral communication skills and the improvement perception by the students.
- the membership feeling to the group through the collaborative work.
- the identification and the acquisition of new ICT and the improvement while using the ICT in the teaching and learning process.
- The critical opinion on the use of social networks.
- The developing of the creativity through the evidences shown in the project framework.
- European awareness and its meaning for the students.
- Contrast
- the improvement of each group
- the difference between the answers in the years 1 and 2 of the project.
5. TARGET AND RESPONSIBLE PEOPLE
5.1. Target people
Students joining the project from the three partner members.
5.2. Responsible people
The students who participated in the interviews and the project assessment team.
6. IMPLEMENTATION:
The development of this best practice involves the following phases:
Step 1: Groups by country meet in order to study the questions and give possible explanations if necessary. Furthermore, the students choose two people of each partner center that will be interviewed in step 3.
Time: 10-15 minutes.
Questions for the interview:
- After the first year of the project, have you improved the communication skills with your partners?
- While your participation in the project, do you feel part of a group?
- Which ICT tools have you learnt or improved during the project?
- What do you think about young people using social networks?
- Have you developed your creativity during the project? Give some examples.
- How do you feel about your European citizenship?
- What is the most important issue of the project?
Step 2: International groups of three students play the following roles: the camera operator, the interviewer and the interviewee. Then, the students practice the possible answers. It is recommended that the students jot down the keywords of their answers in order to easily recall them.
Time: 30 minutes
Step 3: Recording process. Each group should have a recording device. The interviewer asks the questions and the interviewed students answers them using the keywords, if necessary.
Time: 20 minutes
Step 4: Video show.
Time: 7-8 minutes per video
7. POSSIBLE OUTCOMES AND BENEFITS
The possible results and benefits are related to the achievement of the objectives.
In addition, the good practice contributes to the fulfillment of the following competences of students/ priority lines marked by the educational authorities.
8. POTENTIAL DIFFICULTIES IN IMPLEMENTATION
The difficulties of implementing the practice may be due to several reasons:
9. CONNECTION OF GOOD PRACTICE WITH ACTIVITIES / PROCESSES AT SCHOOL (Points to the relationship of good practice with certain actions and processes at the school, so it is not seen as isolated and out of context.)
This best practice is regarding to:
10. EVALUATION
We evaluate whether the educational use of video is well suited to the intended purpose.
11. LINKS TO THE VIDEOS:
Vídeo 01
Vídeo 02
Vídeo 03
Vídeo 04
Vídeo 05
Vídeo 06
The possible results and benefits are related to the achievement of the objectives.
In addition, the good practice contributes to the fulfillment of the following competences of students/ priority lines marked by the educational authorities.
- Linguistic communication.
- Digital competence.
- Learn to learn.
- Social and civic competences.
- Sense initiative and entrepreneurship.
- Cultural awareness and expression.
8. POTENTIAL DIFFICULTIES IN IMPLEMENTATION
The difficulties of implementing the practice may be due to several reasons:
- The student might not collaborate appropriately at the beginning of the activity because they do not know to each other. It is suggested to do a previous activity in order to improve group cohesion. In our practice, the students knows to each other because they have had lived and played together for 4 days.
- The answers of the students could be general so it is convenient to use a rubric for assessing, which should be introduced to the students in advance. It is recommended to do it in the step 1 and then, to change the timing to 30 or 35 minutes.
- The background noise might affect badly the recording of the interview. It is highly recommended to record in a place free of noise and to use a device with microphone.
- The recording formats can be different. Before the final recording, it is suggested to do a record proof in every device in order to avoid problems while the video show.
- Assign teachers to each group so they can monitor the process and avoid fatal errors which can delay the whole activity.
- In order to avoid time waste during the implementation, teachers should hand out a step-by-step timetable to the students so they can regulate themselves.
9. CONNECTION OF GOOD PRACTICE WITH ACTIVITIES / PROCESSES AT SCHOOL (Points to the relationship of good practice with certain actions and processes at the school, so it is not seen as isolated and out of context.)
This best practice is regarding to:
- Students autonomy about their learning processes.
- Students’ self-assessment.
- Oral expression improvement.
- Improvement of ICT use.
- Assessment of the project participation through group reflection.
10. EVALUATION
We evaluate whether the educational use of video is well suited to the intended purpose.
11. LINKS TO THE VIDEOS:
Vídeo 01
Vídeo 02
Vídeo 03
Vídeo 04
Vídeo 05
Vídeo 06