Reflections on Student Video Assessments

After the summer session of physics (algebra-based), I have the following comments.

  • It seems like every other video has a problem with vector notation.  Students often set a vector equal to a scalar.  Frustrating.
  • Students seem to confuse two standards: The Momentum Principle and Collisions.  I have students submit videos for the momentum principle that are just a collision.  The key point is that the momentum principle deals with force, time and change in momentum.  I guess this is my fault. I offered suggested homework problems from a textbook and it covered momentum and collisions in the same chapter.  I guess they thought they were the same thing.
  • Students are not very skilled at picking problems to solve.  They like the lowest level of something like “mass is 2 and velocity is 3, what is the momentum?”. I tried to help them, but it didn’t seem to work.  I showed a bunch of questions in class and had them “rate” them then discuss what makes a good problem. (I think I wrote about that here on my blog).
  • I’m still not happy with the “student review”.  I want students to watch other student videos – but I don’t know how to implement that.
  • Students like to procrastinate.  I’m getting a bunch of redos on the last day of submissions.  That sucks to grade.
  • I hate vertical videos – but I hate videos that are recorded sideways even more.  I stopped accepting the sideways videos since they can fix it and send it back to me.
  • I try to give meaningful feedback in my responses – but sometimes I just give a grade (score out of 5 points).
  • I’m trying to give higher scores.  If they do well on the in-class assignment and submit multiple videos that aren’t wrong, I typically will at least give a 4/5.

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