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Queen Mary Academy

Co-creation assessment

Group of three with one person writing on a piece of paper
Constanza Russo profile picture

Dr Costanza Russo

Senior Lecturer in International Banking Law and Business Ethics and Deputy Dean for Research (PGR), Faculty of Humanities and Social Sciences

The assessment is divided into two components that are weighed differently. The first component requires students to work in groups to produce content on a specific topic in video format while the second part is an individual report written in the form of an essay. The video contributes 70% towards the final mark whereas the individual report weighs 30%.

Videos are restricted to a length of 5 minutes. This is to encourage students to be selective and meticulous enough to identify and include only content that is relevant and adds value to the subject or topic.

This assessment is designed to be engaging and to allow students to work both collaboratively and individually (to ensure equal participation from all students). In the video assignment, students conduct research, discuss the problem and come up with solutions to the identified problem. Students have full control over how the video is structured, designed and what tools to use in the creation process. When the video has been completed, students are expected to expand further on the solutions captured in the group video by compiling an individual report.

Students are assessed on;

  • Critical analysis skills
  • Knowledge of the subject matter
  • Level appropriate use of the language  
  • Content relevance and accuracy
  • The assessment encourages collaboration

  • It provides a platform for peer learning and cross fertilization of ideas

  • The video creation process is innovative and engaging

  • It allows students to be creative

  • It provides a balance between co-creation and the production of individual work

  • It can be adapted in both online and in-person assessments

  • Because working in groups can potentially lead to misunderstandings, students acquire leadership and conflict management skills

  • Gives room for the assessment of a broader set of skills that go over and beyond traditional skills

  • It is also an engaging exercise for the marker to assess content in video format rather than just reading scripts

  • With our diverse student community, communication can be a barrier, therefore this assessment activity gives students an opportunity to communicate effectively across cultures

  • Students are likely to experience some form of discomfort and uncertainty when this type of assessment is introduced because it is different from the traditional assessment they are accustomed to
  • It may be time consuming to create a detailed exam pack that serves as a guideline in order to ensure that students understand clearly what is expected of them and know where to access the right (technical) resources for their videos
  • Working in groups can be challenging when the level of commitment between members is not consistent

We use QMPlus but for the production of videos, students are at liberty to make use of any accessible tools and video platforms of choice.

Detailed comments are provided on both components of the assessment and students are always welcome to discuss their work during the course of the semester and post the grading of assessments.

Can it be used face to face and/or online?

Students can work together by either using online platforms or meeting in-person


Do you use it summatively or formatively?

The assessment is summative 

The video exercises do not pose a lot of integrity challenges but we do encounter challenges with individual reports. Like with any piece of written work, plagiarism is still one of the biggest challenges.

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