Abstract
It is hard to overestimate the importance of assessment for the learning process. Assessment truly dictates how our learners understand their role and, consequently, how they spend their time: be it in tasks of rote learning or critical reflection and collaborative learning, or, as phenomenographical research suggests, in surface or deep learning approaches. Assessment regimes, however, tend, for various reasons, to be quite conservative and to rely predominantly on written coursework and high stakes written examinations. In this context of such deep seated traditionalism, our paper considers the development of a new video-based “assessment productivity” solution called “RedInk” as a way to support an authentic and alternative assessment approach that may well satisfy what are often conflicting requirements for assessment reliability and validity and for assessment that performs both a summative and a formative function.
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Súilleabháin, G.Ó., Cronin, S. (2017). Better Assessment Through Video: The Development of an Assessment Productivity App. In: Teh, G., Choy, S. (eds) Empowering 21st Century Learners Through Holistic and Enterprising Learning. Springer, Singapore. https://doi.org/10.1007/978-981-10-4241-6_3
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DOI: https://doi.org/10.1007/978-981-10-4241-6_3
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