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Enhancing Assessment Outcomes in Sport Management through Flip Camera Technology

This paper explores the implementation of a flip camera-based assessment mechanism aimed at improving pass rates among Year 1 Sport Studies students. The study involved a cohort of 125 students, facing high fail rates under traditional assessment methods. By introducing peer assessments and video recordings, students engaged more effectively in their learning processes. The findings indicate increased average marks, higher levels of student engagement, and positive feedback regarding group dynamics. Critical reflections highlight both the benefits and the logistical challenges of integrating technology into assessments.

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Enhancing Assessment Outcomes in Sport Management through Flip Camera Technology

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  1. USING FLIP CAMERA IN ASSESSMENT ANY A HIGGINS a.higgins@herts.ac.uk Senior Lecturer Sport Studies

  2. OUTCOMES • To overview the rationale and logistical implementation of a new assessment mechanism with a Year 1 mixed cohort with the aim of improving pass rates. • To provide some critical reflections of using camera based assessment processes

  3. OVERVIEW • Year 1 Mixed Cohort of 125 registered students • Introduction to Sport Management • 1 Module Coordinator • High fail rates • BSc Sport Studies & Joint Honours students- noticeable differences in performance

  4. PPPREVIOUS PERFORMANCE 2008-2009 P PREVIOUS CW PERFORMANCES

  5. ISSUES & ACTIONS • 15 Credit Module • Previous assessment strategy = 2 x CW & 1 EX • Timing of Feedback & Assessment Overload? • Increasing numbers • Minimising Size of Assessment 1 & Incorporating Group Assessment Strategy • 2009 MEF Video Peer Assessment

  6. Chickering & Gamson (1987) • Encouraging contact between student & lecturer • Developing reciprocity and cooperation among students • Gives prompt feedback • Emphasises time on task • Respects diverse talents and ways of learning

  7. Nicol & MacFarlane-Dick (2005) • 7 Principles of Good Feedback Practice • Delivers high quality information to students about learning • Encourage peer dialogue with lecturer • Clarify what good performance is • Facilitate self-assessment • Encourages positivity & self esteem • Closes gap between current & desired performance • Informs teachers to help shape teaching

  8. INTRODUCING FLIP CAMERA • Semester A- used informally with Level 2 Module • Record mini lectures/ uploaded to Studynet/ Generic summative assessment feedback clips • Control measure in large “ lively” groups • Lecturer orientated/focused • Issues with file conversion • Semester B • Student orientated/focus • Gradually introduced to students during workshops over the semester.... • Started by recording workshop discussion activity- voice only • Leading up to..... Formative assessment..

  9. SUMMATIVE ASSESSMENT OVERVIEW • Panel Interview for a Sport Management position of choice • Group Work – 5 members allocated by Module Coordinator based upon attendance patterns • 1 Interviewee & 4 Panel Members • Academic content – leadership theory & management skills

  10. FLIP CAMERA • Students given option to rehearse interview role play 1 week in advance of summative assessment date. • Groups were emailed video clip to view performance • Although uptake was poor- only 2 groups opted • Consent gained verbally from all members before hand

  11. ASSESSMENT DAY LOGISTICS • One group performed role play scenario whilst being video recorded and peer assessed by one other group. • Both groups would agree a peer group mark before providing each other with verbal feedback. • 126 students allocated into 25 groups of 5 (5x25) • 19 groups were assessed and 14 recorded ....

  12. GENERAL OBSERVATIONS • Positive feedback was received on lecturer allocation of grouping rather than peer group choices. • Being videoed revealed differences in attitudes amongst students • Some juggling of membership but largely group membership adhered to rigorously • Some students were initially very uncomfortable in presence of camera but became less with more exposure • Students displayed more professional behaviour patterns in diligence and performance • Presented professionally- most made effort with dress & appearance • Average mark higher than initial CW mean ( +6%) • Novelty factor high

  13. BENEFITS • 95 students were formatively assessed in the space of 4 hours • All were given peer group feedback which was agreed /moderated by the lecturer only at point of assessment but not via formal moderation process... • Efficient & economical use of time for assessment & moderation • High level of engagement with the assessment process • Most students groups were accurate in their peer assessments * • Although some were generous and unwilling to be critical of peers

  14. OUTCOMES OUTCOMES • Group CW Mean 47% • + 7% difference from CW1* – CW2 • 57% increase in CW grade • 26% decrease in CW grade • 14% (n=17) DNS CW 1 • 17% (n=21) DNS CW 2 • (NB* CW1 1000wd individual essay)

  15. Lessons Learnt LESSONS LEARNT • More assistance needed with recording assessments. • Timing- 15 mins allocated x 2 groups, most groups ran over- 30 min time slot in future. • Issues with file conversion & studynet upload • Some moderation could also be conducted • Implement camera from first lecture onwards to increase familiarity. • Peer group feedback was valuable learning tool

  16. AREAS FOR CONCERN • Although easy to use and to record learning events • Subsequent utilisation and implementation still poses hurdles • Conversion of media files to those supported by Studynet • Gaining admin rights to the right software • Once media files uploaded- access depends on individual student PC system configurations!

  17. REFERENCES • Nicol, J & MacFarlane-Dick, D. (2005) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. University of Strathclyde

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