Specification:

Assessment type:

Summative

Learning outcome:

Skills

Video pitching for responsible designers is a summative method aimed at assessing the student's acquired skills related to creating value-based designs. In this summative assessment activity, students prepare a short video pitch highlighting acquired skills in relation to values in design such as e.g., value tensions in their design, identified harms or benefits, stakeholder analysis, etc. The purpose of the activity is thus to assess the students' ability to describe their acquired skills in the form of a video pitch.

Video pitching for responsible designers is a summative assessment method for assessing the skills the students have acquired through the teaching activity in order to become a responsible designer. The activity allows the students to elaborate about how their skills have made it possible to specifically create value-based designs, embed values, or take stakeholder values into consideration, etc.

This assessment activity allows the teacher to see whether the intended learning outcomes of the teaching activity have been achieved by asking the students to create a video pitch about their acquired skills as responsible designers on how to design with values in mind based on the suggested assessment criteria listed in the teaching activity.

By asking students to produce a video pitch on the basis of the specified assessment criteria, the teacher can assess students' acquired skills in relation to values in design such as e.g. value tensions in their design, identified harms or benefits, stakeholder analysis, etc.

After the teaching activity, ask the students to create a video pitch demonstrating their skills as responsible designers. Ask students to focus the video pitch by addressing the specified assessment criteria.

Instructions to students: (add specific questions to Step 1 related to the assessment criteria listed in the teaching activity).

Step 1:

• Create a video pitch where it might be helpful to pay attention to the following optional question depending on the content of the related teaching activity:
• • What is your value-based stance when working as a designer?
  • How do/did you create a value-based design?
  • How do/did you embed values in design?
  • How do/did you work with values in relation to stakeholders?
  • How do/did you become aware of value tensions in the design?
  • What are the identified harms/benefits in your design?

The following steps, are optional:

Step 2:

• Upload and share the video pitch with the other students.

Step 3:

• Watch the other students’ video pitches to deepen and broaden your knowledge.

In this assessment activity, it is important to focus on the students' skills to capture and address the “visible signs of learning'”. When doing a summative assessment, the focus is on whether the students are able to sum up their achieved skills, in relation to the intended learning goals and relevant assessment criteria. Summative assessment provides the teacher with information on the depth, breadth and recurring patterns related to the students’ learning. That is, are the students able to demonstrate and make visible the new skills that they have acquired through the teaching activity.

When reviewing and watching the students’ video pitch, 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 did the students meet the assessment criteria listed in the teaching activity?
• How deep and broad are the students' description about necessary skills when working with values in design?
• Are there obvious skills students did not talk about, or skills that are particularly strong/weak described

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 video pitches that work particularly well in addressing learning goals and assessment criteria?