Why animation?

So why use animation as a form of assessment? Jenny and I had discussed this back in May. Jenny had mentioned that it was something that she was interested in, inspired by some animations she’d seen.

She asked if I thought it was worthwhile pursuing. She wanted students to have an assessment that was more authentic (the animations will be about real life community projects or groups) and that took more of a storytelling approach rather than the ‘listing facts about an organisation’ approach. I had previously worked on a project where students volunteered to produce an eBook version of their assessment as well as the traditional essay format. Feedback from this had shown that using an alternative form of assessment, students had:

  • considered an audience for their work other than the lecturer that was marking it;
  • planned more carefully;
  • and enjoyed producing the assessment more.

All positive indicators. So we decided to do it.

We were then lucky enough to be the recipient of a  SOTL (scholarship of teaching and learning) research grant from CELT (centre for excellence in learning and teaching) here at MMU (Manchester Metropolitan University). Essentially this has allowed us to dedicate more time (and some money) to a project that we were already planning on pursuing.

As we’ve started to do some reading around, there seem to be plenty more reasons why animation works as an assessment tool. It has been show to:

  • foster collaboration,
  • encourage participation by hard to reach students,
  • increase the sense of pride that students take in their work.

So to go back to the original question: why use animation as a form of assessment? This is what we hope to answer more fully as we work on this project.

We hope that through this blog we will share our experiences, frustrations, and reflect on our journey. We hope that you will join us, support us and question us along the way.


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