Group video assessment in higher education large classes: Students' and educators' perspectives

The traditional academic essay is a popular mode of assessment in higher education. Designing alternative modes of assessment can be challenging, particularly for educators who teach large classes. This paper examines students’ and educators’ experiences of a group video assessment used with a large cohort of postgraduate students on an initial teacher education programme in an Irish university. Data was gathered through student questionnaires and focus groups and educator reflections and observations. Students reported that the assessment was challenging but enjoyable; gave them an opportunity to present their ideas creatively; and enabled them to consolidate their learning and discover new approaches to teaching. Educators found the group video to be a very time-efficient means of assessing large classes that challenged and motivated students; enhanced student engagement; fostered higher-order thinking through deep learning of the course material; facilitated group collaboration and discussions; and supported the principles of Universal Design for Learning.