Video reports as a novel alternate assessment in the undergraduate chemistry laboratory

Abstract

The increased use of video capable cellular phones to document everyday life presents educators with an exciting opportunity to extend this capability into the introductory laboratory. The study assessed whether students enrolled in a southeastern U.S. university's first-year laboratory course retained technical information at a higher rate after creating a technique video. These videos were created on hand-held video capable devices that students owned prior to enrolling in the course, eliminating additional cost to students. Pre-/post-test analysis (N = 509) was performed to determine short- and long-term learning gains regarding reporting the volume of graduated glassware to the proper number of significant figures. Though both groups used various graduated glassware throughout the term, chi-square analysis showed that students who created a video detailing use of a Mohr pipet reported the volume of graduated glassware correctly on the final exam and laboratory practical at a significantly higher rate than those students who received only verbal instruction on the technique.

Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments

“…1186). However, other studies illustrate how video can be used to capture cognitiveprocedural outcomes when students are tasked with documenting their completion of some experiment or exercise in the video rather than simply answering reflection questions (Erdmann & March, 2014;Speed, Lucarelli & Macaulay, 2018;Tierney, Bodek, Fredricks, Dudkin & Kistler, 2014). Speed et al (2018) asked biochemistry students to film video reports about experiments, with evidence of creative and critical thinking in videos and higher grades when compared with written lab reports.…”

A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability

“…The scale consists of four analytically distinct subscales with high reliability and validity values. The subscales are technical features, narrator features, activity process and security issues (Danielowich, 2014;Erdmann & March, 2014;Martin & Siry, 2012;Tripp & Rich, 2012). The final version of the scale can be implemented in the form of a five-point Likert type scale consisting of 20 items.…”

“…The science students are going to reach to the findings if they follow the instructions but that does not guarantee the science learning. The findings should be interpreted in order to prove the learning is realized in an expected way (Erdmann & March, 2014). In the researches on science activities, the safety issues are also underlined to consider the safety issues, warnings, and waste removal procedures (Mattias & Mats, 2014).…”

Proof of Concept for a Thin-Layer Chromatography Digital Badge Assignment Within a Laboratory Practical Exam for a Nonchemistry Majors’ Organic Chemistry Lab

“…With the size of the physical laboratory not keeping up with the growing college population, any outside work via video recording could help alleviate the load while serving as a record of student learning that brings along the advantage of retention of knowledge. 25 This concept could lend itself to be adapted when the move to remote learning becomes necessary. To the best of our knowledge, the role of digital badges in distance and online STEM learning appears to be an understudied area, although two recent studies mention the use of videos to document students' laboratory work during the pandemic.…”

“…24 Although not described as a digital badge, a video assignment to demonstrate and describe the use of a Mohr pipet or an analytical balance has been reported. 25 Some badges are voluntary assignments, 22 while others were required and worth ∼1% of students' grades. 5,6 In one study, students preferred the badges to be awarded on the basis of merit rather than completion.…”