Film production
What can film production assess?
Process: the focus is on the production rather than the scholarly content of the film.
Whilst our Department of Film & Television Studies (https://warwick.ac.uk/fac/arts/film) are far better qualified to suggest criteria and rubrics for marking film production, some thoughts on the basic elements we might review include:
- use of the medium: how well was the medium used to answer the question?
- script: how well is the content explained by use of the medium?
- score: if sound is used, did it support / extend / enhance?
- cinematography: how good was the filming / composition / imagery?
- editing: was the editing clean or choppy? Was the flow consistent?
Product: the focus is on the scholarly content / achievement rather than the production of the film. If we are using a film as a means to capture an interview between: a patient and a student doctor; subject and researcher; client and engineer; etc. (all good authentic assessments) then the medium can give us the evidence of the student’s:
- empathy
- questioning style
- listening skills
- time management
- summarising skills
- consultancy skills
- whatever we value in the particular instance.
Process and product: any, or all, of the above.
What alternative assessment methods could I choose?
Making a film or video can enable us to capture student’s work:
- to assess skills not easily caught by other means, such as presentation or interview skills (valid and authentic)
- when the presence of the tutor could either interfere with, or detract from, the process (valid)
- to extend the opportunity for critical review and feedback.
This could be through a variety of visual media (video and photography) rather than restricting students to just film. Assessments could comprise a stand-alone assignment (photo-essays, photo montage, documentary shorts, filmed interviews, ethnographic observational video, digital storytelling) or enhance and extend another assessment method (reflective written work, production diaries, reports or essays with added visual components).
When considering adopting film production as an assessment method, it may be helpful to consider the following points:
- is the film a part of another assessment process or the focus of the assessment: what is its role?
- be clear about product, process or both
- ensure constructive alignment of the task(s) with the intended learning outcomes
- ensure that the assessment criteria / rubrics are clear
- decide who will be involved in the assessment: self; peer; tutor
- make available any necessary kit
- give access to training in the use of kit, as needed
- take account of the sort of time needed
- is there a need for a fundamental course in aesthetic and visual theory?