USING MICRO-VIDEO PROJECTS IN LARGE ENGINEERING CLASSES TO DIFFERENTIATE ASSESSMENT

Jeffrey Erochko
2015 Proceedings of the Canadian Engineering Education Association (CEEA)  
A new assessment tool is introduced thatuses one minute long, individual micro-videopresentations to give students an opportunity todemonstrate mastery of specific engineering conceptsorally instead of in the typical written form. The shorttime-frame of the videos requires students to thinkcritically about the concept and to explain it concisely. Italso reduces assessment time, allowing teachingassistants to grade it quickly, even in a large class.Three micro-video projects were implemented in
more » ... third year and fourth year civil engineering course atCarleton University with 180 and 96 students,respectively. The format of the micro-video tool isdiscussed in detail, including the assessment rubric thatwas used. Three anonymous elective student surveys wereconducted at different stages to solicit student opinions.Students generally thought that the micro-videoassignment was valuable, enjoyable, and provided a fairevaluation of their understanding.
doi:10.24908/pceea.v0i0.5742 fatcat:22idrbxw7fgp3hcta6go4pwa4q