Description of Good Assessment Practice

Title: Dr.
Name: Michael Adorjan
Academic Position: Professorial staff
Name of Institution: The University of Hong Kong
Discipline: Social Sciences
Course title: Cyber Societies
Course code:
Class size: 21-40
Course Year: 1
Assessment Title: Group YouTube Presentation
Assessment Type: Summative and Formative
Time allowed for assessment: ongoing (see desc.)
Learning outcomes of the assessment practice: Cyber Societies, CCGL9008, is a Common Core course aimed at broadening first year student's knowledge regarding Information Communications Technologies (ICT) and the ever emerging and dynamic social networks that are challenging notions of citizenship, the public sphere, identity and the relation between self and society.

The YouTube group presentation is the major collaborative project of the term. It seems appropriate to provide a group-based project that employs social networking media to critically explore the topic of social network media. The assessment goals are tethered to the learning goals and outcomes of the course:

Differentiate and integrate the key theories, concepts and issues relating to globalization and ICT.

Apply key concepts and theories framing the interface of globalization and ICTtheir everyday experiences.

Demonstrate a keen understanding of the interconnectedness of the world by critically evaluating films, websites, video clips, Internet media, and other sources.

Explore and apply a multi‐cultural perspective of global citizenship and the dutiesand responsibilities associated with global membership.

Express a critical understanding of the digital divide debate and understand how
both the “haves” and “have nots” of technology are simultaneously benefited and limited by ICT.

The course description of the assessment project is as follows:

This group‐based presentation will allow students to make a presentation about ICT through ICT. The final product will be a collective effort in the form of a YouTube clip posted live on YouTube. The presentations will be screened, discussed and graded during regular lecture.

Students will be given creative discretion to produce a commentary on some aspect of ICT discussed in lectures and tutorials. This is an open‐ended project and students are encouraged to be as creative as possible. High quality presentations will reflect not only creativity but strong connections to the themes and concepts discussed during the course lectures and tutorials.


This assignment includes a formative assessment component, insofar as students will be closely supervised throughout the term while they brainstorm topics, narrow down a topic and plan out the actual production of a video. The summative assessment component is conducted during lectures. A panel of judges will screen all videos with students present, and discussion will revolve around the themes addressed.


The assignment allows students to engage their knowledge. They have the opportunity to hone collaborative skills throughout the term while at the same time applying knowledge gleaned from lectures, tutorials and required readings. Most significantly they are encouraged to explore and enhance their creativity in terms of presentation format and artistry. The dynamic multi-media medium allows for traditional forms of assessment (e.g. essays, posters, etc.) to be appropriated within a participatory culture context and moreover, create a sum greater than these parts.


Some students may not be familiar with YouTube or social networking sites, or if they are they may not have experience in creating their own web content. Any group-based assignment also risks promulgating group dynamics where one or two members come to dominate the creative direction. These weaknesses are potentially countered 1 - by those students proficient with social networking sites help those who are not, and 2 - consistent supervision that will help to monitor inequitable group dynamics.
Key features and principles of the assessment practice:
What are the best things about this assessment method?
What are the challenges in implementing this assessment method?
What do your students think about this assessment method? (Any evaluation?)
Plans for changes/developments in future (if any):
Creation date: 2011-02-13 21:35:57