Podcasts as assessment method? 5 tips from the educational testing ground
How to innovate education? In this series, the Honours Academy highlights examples from their educational testing ground that aim to inspire. Today: pioneering with podcasts. What are the do's and don'ts? Two teachers and a student share their thoughts.
What was your first experience with podcasts as an assessment method?
Hans: ‘I heard from the coordinator of the Honours College FGGA that other lecturers were using podcasts as an assessment method. So I just decided to give it a try.’
Niek: ‘Honours College Law switched to a pass/fail system last year. This also allows for other forms of assessment, such as podcasts. You can decide for yourself how students should approach it. It's just a matter of trying out what works and what doesn't. In that sense, it's pioneering work.’
What is the added value of podcasts compared to other forms of assessment?
Niek: ‘When writing an essay, students have plenty of time to think about what they'll write. It feels ‘safe’ to stick closely to the literature. As a result, students are not always sure whether they actually understand something properly. With a podcast, students have to explain things in their own words. If they can do that, it means they know the ins and outs.’
'When you know it's going to be a podcast, the whole process becomes much more enjoyable'
Translating science into popular language prepares students for working life, Hans adds. ‘Most students get jobs outside academia. You will need to present information in an accessible way: to your boss, your colleagues, the general public. Podcasts encourage you to think outside the box.’
Perhaps the greatest added value is that the prospect of making a podcasts is motivating, says Niek. ‘Some students really enjoy writing essays, but it is perceived as a stressful exercise. If you know "it will be a podcast", the whole process becomes much more enjoyable.’
What challenges might teachers encounter?
Hans: ‘Students sometimes fall into the trap of saying: this is the discussion, the conclusion and... oh, let me add an introduction.’ With a podcast, you want students to be more creative. ‘I give them an extra push and say: if you apply the literature to a case study, you'll pass, but try doing it differently. Some students understand that and get to work in a playful way.’
Another thing to take into account is the scale of the course, says Niek. ‘If you have a few hundred students, a podcast doesn't work. You don't have enough recording space, not enough time to listen to everything, etc.’ The learning objectives are also a factor. ‘For (honours) courses that want to add something to the existing curriculum, it's a very good method. You can practise other skills and translate theory into practice.’
Podcasts as assessment method: 5 tips
1. Work with small groups
Hans: ‘I tried individual podcasts, but not every student feels comfortable with that.’ Niek: ‘I work with groups of three and sometimes groups of four. It's good for students to be in a group with people they don't know yet.’
2. Creative freedom
Niek: ‘If you give students space, they can unleash their creativity. That works very well. Some students created a logo, others made music. It allows them to show a lot of themselves; their knowledge and skills. That motivates students – and it makes marking more enjoyable.’
3. Request an outline
‘Have students write an outline,’ advises Niek. ‘What are they planning to do? Then you can provide feedback and make adjustments in a timely manner. Sometimes the topic gets too specific, or students want to do too much.’ Hans has another tip: request a list of sources so that you can easily find the literature covered.
4. Help with the practical side
- Duur: Provide a clear time frame. For example, 30-45 minutes.
- Location: A quiet place. Record at home or in a room at the university. Leiden University also has a few podcast studios available.
- Software: A simple audio programme that allows you to edit is sufficient, such as Audacity or Adobe Podcast. Looking for professional software? Adobe Audition is available at a discount for students and staff via SURFspot.
5. Experiment and learn!
The most important tip is to just get started, says Hans: ‘Go ahead and do it. It's great fun. Experiment, try it out.’ Evaluate how it went afterwards and ask for feedback. Hans: ‘I'm still looking for ways to improve things.’
What was your favourite podcast to mark?
Hans: ‘A show about politics and cooking. While students prepare food, they discuss what is happening in politics and then sit down to eat. They incorporate literature into the episode, but it really sparks a discussion, too.’
Niek: ‘I have to say they were all very good, but all in their own way. In one, a student had found a connection with a book she had read. Another group had divided the roles very well. And one was really cool: they had interviewed a judge beforehand and reflected on that in the podcast.’
Student Julian: 'A podcast is much more appealing'
What is it like for students to podcast? We asked Julian, who took Niek Strohmaier's course Psychology for Lawyers.
What is your impression of podcasts as an assessment method?
‘Psychology for lawyers was my favourite course last year. I really liked the assessment method! Essays are often a bit more rigid. They all tend to be quite similar. This allowed for more creativity.’
You had never recorded a podcast before. Was that difficult?
‘I found it surprisingly easy. It's quite similar to talking about something with your friends. But then you've all read up on it, which makes for a fascinating conversation. It took some getting used to talking into a microphone and hearing yourself, though, haha.’
What was your podcast about?
‘We named our show Rapenburg Radio. Every week I would invite students with relevant knowledge for lawyers. This week, someone from psychology dropped by. Specifically, we discussed how psychological biases influence your judgement. Our message to listeners was: you too are vulnerable to this.’
Is the experience of a course different when you are working towards a podcast?
‘I found making a podcast a much more appealing prospect. It puts you in a different state of mind during class, more relaxed. It's not as stressful as an essay, partly because it's a group activity. You can divide the roles and it's more fun to think about something together. It was refreshing.’
You could only get a pass or fail for the podcast. What was that like?
‘I think it's good that they did it. I hear that it reduces stress for people. In a group setting, it's nice to have pass/fail. If someone puts in a little more or less effort, you don't feel that it's unfair. But I would have liked to get a grade too.’
The photographs above this article were taken during the Bachelor Honours Class 'Mass Extinction' by Buro JP. Read more about this in the news item Honours students create podcasts about extinction.