Video performances
Also known as: performance reflections, performance-based assessments, video-based assessments
Video performances involve recording a student's performance as evidence of their work and/or for feedback. They:
- can be assessed by the student, peers and/or educators against an exemplar model or a given set of criteria
- support effective self-reflection and helps students to set personal learning tasks for improvement
- can be adapted to support public speaking skills, where students create an audio file to rehearse for an oral presentation.
ICT templates
|
Google templates |
Ensure you are logged into your Google account before accessing these templates. |
|
Microsoft templates |
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to: |
How to use with ICT
- Adobe Express is a quick and easy way for students or educators to capture and edit performances.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Engaging students: Video as performance-based assessment and learning by Kaltura Education | Engaging students: Video as performance-based assessment and learning | A blog post with examples of how to use video performance across different key learning areas. |
| 7 Benefits of video-based assessment by Emily Wexler | 7 Benefits of video-based assessment | Benefits of using video-based assessment. |
| What is a storyboard and how can you make one for your video? by Olga Bedrina | What Is a storyboard and how can you make one for your video? | An article that simplifies every stage of making a video, with simple procedures and downloadable storyboard templates. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Students with disability
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.