STUDENT-CREATED VIDEOS AS ASSESSMENT OF LEARNING IN THE MATHEMATICS CLASSROOM: PRE-SERVICE TEACHERS EXPERIENCES AND REFLECTIONS.

Traditional tests may be less direct in determining the degree of students? learning. With the presence of several gadgets nowadays such as webcams, phone cameras and social media in the lives of the students, asking them to create videos to discuss mathematical concepts or determine a real-world scenario showcasing the geometric theorems provided the instructor some insights into students? thinking beyond the paper-pen test. This study involved seventy-one freshmen students who constructed four videos spread in one semester in Solid Geometry course. Majority of the students reported that they learned new skills such as video editing and using video software while completing the requirements. They also expressed some social, leadership, self-confidence and time management skills were learned. Patience working with a partner was expressed as a virtue developed in doing the video projects. Students shared their experiences in terms of planning, organizing, collaborating, writing and analyzing. Though it was the first time for students to have a course with videos as one of the sources for assessment, majority agreed that it was an appropriate strategy for their instructor to determine the extent of their learning. Student feedback was presented and discussed in the paper. Amount of time needed to do the video requirement was the one of the difficulties students need to deal with. They also presented their suggestions for a more excellent academic experience with the course. The videos showed the level of critical thinking used as well as creativity to explain some mathematical concepts. It is believed that asking the students to create the video played a critical role in increasing not only the passing rate but the degree of understanding of the concepts.