The Digital Video Project: Self-Assessment in a Multilingual Writing Center

Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

Journal of Business and Social Review in Emerging Economies ◽

10.26710/jbsee.v5i1.508 ◽

2019 ◽

Vol 5 (1) ◽

pp. 51-62

Author(s):

LIM SEH HOE ◽

Tay Choo Chuan ◽

Hanipah Hussin ◽

Pang Yee Jiea

Keyword(s):

Secondary School ◽

Design Methodology ◽

Digital Video ◽

Project Based Learning ◽

Video Production ◽

Learning Framework ◽

Secondary School Education ◽

Support Students ◽

Student Competencies ◽

Video Project

Purpose: This study purposes to get a demonstration of students’ competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework. Thus, PBL is a key to support students to be more competitive in an external environment. Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students’ viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents. Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies. Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives a framework which serves as a reference to facilitate the relevant policy- making in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.

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Student Engagement in University STEM Course Through Digital Video Project Using SAMR Model

Proceedings of the 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020) ◽

10.2991/assehr.k.210430.008 ◽

2021 ◽

Author(s):

Iskandar Dzulkarnain ◽

Nabilla Afzan Abdul Aziz ◽

Suswandari ◽

Ihsana El Khuluqo

Keyword(s):

Student Engagement ◽

Digital Video ◽

Video Project ◽

Samr Model

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Digital Video Project: An Authentic Assessment to Assess Students’ Speaking Skills

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefl.v5i1.217 ◽

2020 ◽

Vol 5 (1) ◽

pp. 57

Author(s):

Sumardi Sumardi ◽

Rohmatul ‘Adzima ◽

Andik Nur Wijaya

Keyword(s):

Digital Video ◽

Authentic Assessment ◽

Private University ◽

Content Delivery ◽

Qualitative Approach ◽

Analysis Method ◽

English Departments ◽

Speaking Assessment ◽

Content Analysis Method ◽

Video Project

This study was conducted to explore the use of digital video projects and to describe students' perceptions towards digital video project in the speaking assessment. The recorded students' speaking performances were assessed based on a speaking rubric that was adopted and modified to meet the requirements in authentic assessment using digital video projects. The criteria focused on three aspects, they are content, delivery, and creativity. This research involved 25 private university students from non-English departments who joined the English course at Universitas Slamet Riyadi Surakarta. The study utilized a content analysis method with a qualitative approach. The data were collected through the analysis of students' speaking rubric to explore the use of digital video project in speaking assessment and open-ended questionnaire to know the students' perception towards digital video project in the speaking assessment. In completing the project, the students follow four steps: starting the project, developing the project, reporting to the class, and assessing the project. The findings showed that digital video project helps learners to improve their ability to create a right introduction, keep their voice volume and expression, and promote their creativity to make interesting videos. The implication of the research is by employing the digital video project they create, students learn to speak and explore their ideas.

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Student self-assessment in dental technology

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.9.tb00731.x ◽

1973 ◽

Vol 37 (9) ◽

pp. 19-21 ◽

Cited By ~ 4

Author(s):

PR Geissler

Keyword(s):

Self Assessment ◽

Dental Technology

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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