Introduction of a video assignment: advantages and disadvantages from the students’ perspective

Abstract

We present a case study on the introduction of video assignments into Level 4 (year 1) and 6 (year 3) modules within a BSc Mathematics degree. The students were required to provide verbal explanations within a video about some written steps in their argument. We present the details of the assignments and assessment criteria. The introduction of the video assignments was evaluated through focus groups. We present a number of advantages and disadvantages from the students’ perspective when they compared the methods of providing answers through videos, presentations and written work. In particular, we present information on confidence levels, the ability to spot mistakes, skills development and the usefulness for job applications. We provide some practical suggestions for anyone thinking about introducing their own video assignment.