We Are the Teachers, but Do We Really Know What's Best for Our Students?

Abstract

Based on the education literature that advocates the value of active video-based activity, we implemented “student-produced videos” in our units, to replace the traditional written laboratory reports, as an innovative assessment strategy with a stronger emphasis on data analysis and critical thinking. Imagine our surprise, though, when we received very mixed student feedback, with a number of students almost aggressive in expressing their dislike of the activity.  The question we were then confronted with was, ‘Whose opinion of the learning experience do we value most?’ Was it the staffs', who were generally favorable? Or the students’, who were very divided in their responses?