Introduction

In MGT220 eCommerce, I have initiated a new form of assessment and feedback which moved the focus away from traditional tasks where students are writing ‘for the academic’ to one where the students’ work is focused on (simulated) client needs, with feedback being received from the client via video ‘touchpoints’ that have been adapted to suit different levels of response to the task at hand.

What’s important about this learning and teaching story?

I’ve always found that students have trouble moving away from the essay / theoretical style of assessment. These new assessments are squarely focused on applying theory to the real world, and the videos help to make this an easier transition.

One really useful feature is that the videos have been created in a way that makes them ‘evergreen’. That is, I can use them with any topic and any type of client response and they still work. This makes them sustainable across multiple sessions; that said, there is always room for improvement.

What were you trying to achieve?

I wanted to demonstrate the importance of this type of assessment for students’ post-degree skillset. Many students will enter jobs where they are given a short brief and need to apply a set of principles to the real world. By changing who the student is working for (a client, not the academic), this sets the scene for a different type of response. It also ensures the student is more focused on the client’s need, which is a core part of the assessment and rubric.

What did it look like?

Students are initially set up as consultants in a fictitious firm. Before their first task allocation, they watch a video from the firm’s Principal Consultant essentially setting out how the consulting position (and their assessments) will work. This person is a third party unknown to the student – they are not the teaching staff.

Depending on the mark the student receives, at the end of each of the 3 assessments they receive a further video from the Principal Consultant, which sets the scene for their current progress and the next client response. This video is embedded into a Microsoft Word document and can be viewed within Word.

Four videos were created per assessment (HD/DI, CR, PS, FL).

Students can access the feedback – from the client, not the academic – directly from their assessment item in Microsoft Word.

How can I make this happen?

  • The Videoworks units on Bathurst and Wagga are be able to record the videos well. A webcam on a desktop using Panopto could also achieve this.
  • I suggest you narrate what you want the third party to say through Google Docs using Chrome. It can convert Speech to text quite accurately.
  • The videos then just need to be stored as unlisted youtube videos.
  • NORFOLK can be used to store and insert the videos in Word. First embed the video using ‘Insert > Online Video’ in Word, then select the embedded video and ‘save selection as comment’ under ‘My feedback’ in NORFOLK.
  • If you need assistance on the NORFOLK part of this please email eastshelp@csu.edu.a

Once setup the videos are easy to embed in each assessment based on the mark the student receives.