EXPLORING THE ASSESSMENT POTENTIAL OF STUDENT-GENERATED PODCASTS

Christina Vlachou, Vana Chiou

Abstract


This study explored the assessment potentials of student-generated podcasts within a small-scale classroom context. Participants were students, aged 13-14, who worked in small groups on an inquiry-based project. As part of the task, students interviewed local residents about citizen mobility, analysed data, and produced podcasts to communicate their findings. The podcasts were assessed using a performance rubric, which revealed clear differences in quality across groups. Peer assessment indicated varying levels of cooperation, while students’ self-reflections highlighted both the benefits and challenges of the podcast production process. The findings suggest that student-generated podcasts can function as a tool of creative expression, supporting skills in data collection, data analysis, communication, collaboration, and digital literacy. Despite the small sample size, the study highlights the pedagogical values of podcasting as an effective form of assessment that can enhance student learning outcomes.

Keywords


assessment, podcasts, peer-assessment, project-based learning, self-assessment

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i5.6641

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