The image above depicts video telephony in the year 2000, as imagined in 1910, on a French postcard by Villemard.
It is said that using video to give feedback offers a more personal dimension to the feedback, as Michael Henderson and Michael Phillips from Monash University attest to in their recent submission to Ascilite: Video-based feedback on student assessment: scarily personal. It might also be a way to solve a problem of storing assessment items in Design and Social Context.
A question was raised about RMIT’s obligation to store assessment items for a number of years past a student’s graduation. The national regulation for vocational education is 6 months and RMIT stipulates storage of assessment pieces for 1 year. (As I’ve been advised by an RMIT Senior Advisor in Academic Policy and RMIT Archives).
Presumably this regulation is to enable third party auditors to double check the legitimacy of an individual’s qualifications, or an organisation giving the award or qualification over all. Obviously storing actual works used in assessment can be very difficult, especially the art and design world. Large, fragile and valuable works that may be needed for other purposes can’t be expected to be kept in a vault for a possible audit.
So, while we wait for the laws, policies and procedures to make sense and align, video assessment feedback might be a practice that satisfies the intent of these storage requirements, while also improving the value of assessment feedback overall.
Practically it means turning on some sort of video recording device (like a phone, webcam or screen recorder) and recording the appearance of the thing being assessed, and giving a voice over for feedback toward the assessment, then uploading that video to a folder that the student can access, and that the School can store for a time. The video evidence of the piece is captured, satisfying the regulation. And you can imagine what a compelling form of feedback and assessment this might be for teachers and students. It might offer some flexibility and new dimensions to the feedback and assessment process over text only practices, and it offers some flexibility on the location of the thing being assessed, as well the physical space needed for its display and storage.
I’d be keen to meet anyone already doing this in the College of Design and Social Context, or help and support anyone willing to give it a try.