VidCase: A Video-Based Group Assessment for Learning

• Published in: Alternative Assessments in Malaysian Higher Education: Voices from the Field
• Main Author: Adnan N.L.; Muda R.; Mohd Sallem N.R.; Wan Abdullah W.K.
• Format: Book chapter
• Language: English
• Published: Springer Nature 2022
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160133066&doi=10.1007%2f978-981-16-7228-6_13&partnerID=40&md5=784060f983488d88002d8afe7fab1207

Millennials have unique expectations towards education as they prefer assessments that use metacognition besides expecting feedback to guide them in taking corrective actions. However, previous research discovered that current assessments are still traditionally oriented, merely focusing on examinations. Therefore, considering the unique nature of millennials and the need for an assessment which turns them into deep and lifelong learners, Video Case Study (VidCase) was introduced. VidCase is a fun and enjoyable video-based alternative assessment method which is believed to engage and improve student learning. The interesting part about VidCase is where students are required to create their own production house and act out the solution for a given case study in video form. The group of students will prepare a 45-min video consisting of the important scene in the case study and the proposed solutions. Students need to write a creative script, plan the story plot, select suitable actors, scenes for photography shootings and background music, and lastly edit the video scenes and audio. VidCase exposes students to various skills besides encouraging them to learn the specific subject. Continuous feedback and guidance by lecturers keep them on the right track in meeting learning objectives. The videos were then presented on a Movie Day, and the group winners were awarded during the faculty dinner. VidCase is a fair assessment since it evaluates individual and group effort with evaluation by several parties such as lecturers, peers and non-teaching lecturers from various fields. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.