Specification:

Assessment type:

Ipsative

Learning outcome:

Knowledge

Recording a personal video is an ipsative assessment method that captures the student's knowledge development. The personal video focuses on the students’ reflection on what it entails to be a responsible designer and how their knowledge has changed.

Recording a personal video supports the students in identifying their knowledge acquisition through an ipsative approach, that is, to see and acknowledge their own learning progress. Students often tend to view learning as distinctly linear: event A happened, then event B, then event C, which makes it challenging for students to identify and self-assess their learning progress.

By asking students to produce a personal video on values in design on the basis of specified assessment criteria, the teacher can assess students' acquired knowledge in relation to the value dimension of design. Using personal videos as an ipsative assessment method creates longitudinal and cumulative dialogues based on actual knowledge learnt through self-judgement.

Ask the students to create personal videos demonstrating their knowledge about values in design. The personal videos should target the specified assessment criteria.

Instructions to the students:

Step 1:

• Create a short and personal video at the beginning of the teaching activity(or the course, semester, or lesson) where you talk about the following questions:
• • What is your current understanding about the topic of this teaching activity? (or the course semester, or lesson).

Step 2:

• Create at least one other personal video about your current understanding about the topic of the teaching activity (or the course semester, or lesson).

Step 3:

• Watch the videos (at least two) that you have created. Make one more video where you answer the following questions:

• • What have you learned about values in design?
  • What are the key concepts?
  • In what ways have these learning experiences gained changed your views on values in design?
  • Have you changed your approach to how to work with values in design based on your new knowledge?
  • In what ways have you changed methods or strategies in order to design with values in mind?
• Compare the first and the second personal video to identify what you have learned, and the knowledge acquired.

The following steps, are optional:

Step 4:

• Upload and share your personal videos with the other students.

Step 5:

• Watch the other students’ personal videos to deepen and broaden your own knowledge (and revise your own videos if necessary).

When assessing the activity, it is important to focus on the aspects of knowledge in the students’ personal videos on values to capture and address the “visible signs of learning”. When doing an ipsative assessment the focus is on whether the students are able to explain, identify important knowledge acquired over time in relation to the intended learning outcomes and the relevant assessment criteria. Also, the focus is on how any change within the students' existing knowledge has led to new perspectives and understandings. An Ipsative assessment thus provides the teacher with information on the depth, breadth and recurring patterns related to the progress of students’ learning. That is, in what ways are the students able to elaborate on the new knowledge that they have acquired over time?

When reviewing the students’ personal video on values, it might be helpful to pay attention to the following optional proposals for focus points depending on the content of the related teaching activity:

• To what extent do the students meet the assessment criteria listed in the teaching activity?
• How deep and broad are the students' knowledge when it comes to talking about values in design?
• Are there apparent knowledge gaps in the students’ personal video on values?
• Are there obvious reflections or development in their knowledge acquisition that students did not make, or reflections that are particularly strong/weak?
• Has the students’ ongoing acquisition of knowledge made any changes or new perspectives within their existing understanding of values in design?

For further professional development consider:

• Are there specific learning outcomes or assessment criteria that students are particularly successful/unsuccessful in demonstrating?
• Are there any exemplary personal videos on values that work particularly well in addressing learning goals and assessment criteria (consider sharing these with the students)?