Student-Created Video Content for Assessment and Experiential Learning

Abstract

This paper outlines the feasibility of replacing a midterm assessment with a student-created digital media project. We examine the benefits of a peer review process for student-created pedagogy, the effectiveness of the student-generated digital media, and self-evaluations as a replacement for traditional forms of assessment. We conclude that this innovative teaching and assessment model is both effective and timely as more college courses are being taught digitally and/or asynchronously.