Learner-generated YouTube presentations for formative assessment

Abstract

The purpose of the present research was to study the efficacy of learner-generated videos published on YouTube as a formative assessment method. The impact of the assessment method on students' learning and satisfaction, peer learning, group dynamics and skill development was analyzed. An emerging innovation within assessment was done with the students of an undergraduate computer science course during the COVID pandemic. Fifty-four students (teams of three to four) were instructed to create YouTube videos explaining the database design of a case study, peer-reviewed by views and likes. A mixed-method approach with a sequential study design was employed. A questionnaire with 25 questions on learners' and groups' attributes and four open-ended questions was administered. This was followed by a semi-structured interview comprising 19 questions. The quota sampling method was used for selecting a sample of students for interviews. Content analysis of interview transcripts was performed with the NVivo software. During the experiment, we faced a challenge due to a lack of confidence among some students in public speaking. However, the innovative and engaging assessment resulted in the active participation of learners. Development of new skills like communication, peer bonding, teamwork and resolving conflicts was observed. Additionally, a fair and transparent grading methodology was a satisfying experience. Subject learning and video editing knowledge were enriched by peer learning. The results of the study revealed that publishing learner-generated videos on YouTube had a positive impact on students' learning and satisfaction. We therefore recommend the same as an effective tool for formative assessment.

Keywords

• higher education
• peer learning
• soft skill enhancement
• active learning