Handy hint: Lights, camera, action! Videoing student presentations

Recently I listened to, and marked, 26 presentations given by second year students. The students had to talk for 5 min on a subject related to a module I had delivered on intracellular trafficking of proteins (the students picked their subject from a selection of subjects in a hat) and then answer 5 minutes of questions.

I had to mark and provide feedback on all 26 presentations, and also whilst listening to the presentations think up some questions to ask for the QnA session. In addition, I also had the time the presentation, and make notes for feedback. Basically, this meant I was very very busy, with a lot going on.

A number of years ago I started videoing the presentations. My original idea was to provide these videos to the students as further feedback as I knew from being videoed myself that it was highly effective. At first (and this happens every year) the students complained about being videoed, but to date, after the event, I have not found one student that has not agreed (sometimes reluctantly) that it really is excellent feedback, even if somewhat cringe inducing. Interestingly the students tend to be far more critical of their performances than I am.

I have also found an unexpected benefit to videoing the presentations, and that is it makes marking a lot easier as I can go back and review the video after the session and adjust my marks if needed. What is surprising is the number of time I do end up adjusting the mark, either up or down, based on what I see on video. I think the reason that this happens is because when I'm in the room listening to the students, and trying to complete all the tasks that I need to do, I occasionally miss key things, and it is only after the presentation that I'm able to pick up on these things by watching the video. What is worrying is that on a number of occasions I have been surprised at how much my memory of the presentation, and the notes I made on the presentation, differ from what I am later watching on the screen in my office.

So, I personally think recording students on video when they are giving their presentations is a great way to provide feedback, and to also significantly improves the marking process.

What do you think? Have you tried this approach?

Please leave your comments and views below.

Image: Wikimedia

5 Comments

May 20, 2012 | 10:24 AM

Posted By: Nick Morris

Ilona - glad you liked the post. Good point about the 'lens' through which you view assessment.

May 19, 2012 | 01:19 AM

Posted By: Ilona Miko

(cont'd post)
Many times we aren't even aware of our own distractions. Your effort to be fair and overcome some of those distortions that happen when applied to evaluating students is really admirable, and your students are surely better served by it. Great post.

May 19, 2012 | 01:18 AM

Posted By: Ilona Miko

Nick-This is a great post about observing oneself, both as a teacher and a student. I think of how we often hear news or see objects differently depending on how tired we are or what time of day it is, if there is something bothering us or we just got the greatest new of the year, all of which color how we take in new information, much more than we realize. When it comes to grading, this is a harsh reality that is sometimes it’s hard to admit; the paper at the bottom of the pile, or the presentation at the end of the day, can often be graded with less enthusiasm than the one that met our freshest eyes and deepest patience and interest much earlier. That's about fatigue of sorts, but it's related to what you speak about here, the evidence you have that we don't catch everything we think we do, and we catch details in different ways depending on what else we are also paying attention to, whether we are aware of our distraction or not.

May 19, 2012 | 01:06 AM

Posted By: Ilona Miko

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May 18, 2012 | 11:53 PM

Posted By: Melissa Chua

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