In this blog, Dr Maryam Sholevar, Assistant Professor in the School of Social Sciences explains how she changed assessment practices from a high-stakes, live presentation to a 5-minute video case study which provided more opportunity for authentic and deep learning, student engagement and development of graduate attributes.
Imagine a classroom where students don’t just write about concepts—they bring them to life on screen. That’s precisely what we did in the Green and Sustainable Logistics course. A course that goes beyond traditional logistics to focus on making supply chains both environmentally sustainable and socially responsible. Here, we explore everything from reducing carbon emissions and waste in transportation and warehousing to integrating recycling and sustainable practices into everyday operations. Students also analyse emerging policies, technologies, and strategies aimed at balancing cost-efficiency with environmental oversight.
Previously on this course, students presented their works in person through PowerPoint, but this format had its limits. The pressure of live delivery, coupled with the risk of nerves or technical issues, could prevent students from truly showcasing their understanding. This setup also had limited flexibility, as students had only one chance to present, with less room for creativity or in-depth visualisation of ideas.
This time, we turned things around. Students were tasked with creating five-minute video case studies—a shift that completely transformed how they engaged with complex topics. Freed from the constraints of live presentations, they could experiment with visuals and storytelling; even incorporate real-world examples, all in a format that encouraged deeper engagement Hawley and Allen (2018). This approach aligns with the principles of authentic assessment, where tasks are thoughtfully designed to encourage advanced thinking skills and help students develop valuable, relevant abilities suited to their level. Authentic assessment seeks to inspire genuine interest and a sense of purpose, focusing on realism, intellectual challenge, and critical judgment (McArthur, 2021). The tasks aim to reflect real-world professional practices rather than being isolated or formulaic exercises (Sambell, n.d.).
What sounds routine on paper turned into an exciting, hands-on experience. The students engaged deeply with their topics, debating key issues, scripting their videos, and figuring out how to communicate complicated ideas clearly and effectively. This resonates with Xu and Barrios (2024) findings that self-recorded video projects encourage critical thinking and enhance engagement in higher education by allowing students to creatively present their understanding of complex topics.
This type of assessment was so powerful that students didn’t just learn by memorising facts. They actively engaged with the material, becoming storytellers and problem solvers. The process of creating a video pushed them to truly understand the content, not just recite it. As they worked through their projects, they gained critical skills like teamwork, creativity, and communication—skills that are essential in the real world.
In our class, students could choose from topics like the impact of electric vehicles, the future of green logistics, last-mile delivery optimisation, sustainable packaging, circular economy in logistics, or the environmental logistics of the 2026 World Cup.
One group explored a very interesting project on the logistics behind hosting the World Cup in Qatar, focusing particularly on the environmental aspects. Their video explored the extensive measures Qatar implemented to reduce its environmental impact, such as sustainable transport options. Then, they looked ahead to the upcoming World Cup in the USA, comparing the logistical preparations and considering how the USA plans to meet or improve Qatar’s sustainability efforts.
The group started their project by arguing, even if you’re not a football fan—and I’m not! —the video was enjoyable. They promised viewers that it wasn’t just about football but a look into the complex logistics and environmental strategies that go into such a global event. This added a unique twist, capturing attention and making it relevant to a wider audience beyond football fans.
When I first considered changing our assessment method, I wanted something that would really bring the subject to life for students—something that would help them dig deeper and connect with the material in a way that a PowerPoint presentation just couldn’t. Inspired by Brown’s (2015) perspective on authentic assessment, I sought tasks that mirrored real-world challenges, encouraging students not just to present information but to engage more deeply by telling a story, showing a problem, exploring solutions, and attracting viewers. The video essay approach aimed to foster critical thinking, creativity, and a sense of relevance, making the assessment more engaging and reflective (Redmond and Tai, 2021) and enabling students to develop skills transferable beyond the classroom (Brown, 2015). This format allowed them to think critically about the flow of information, transforming facts and figures into something compelling and memorable. Plus, with social media being such a big part of their lives, the video format felt more natural and relevant. I wanted to offer a task that would not only engage them in the course but also help them build valuable skills for the world beyond university.
Perhaps the most rewarding part of this approach was the students’ reactions. They found the task challenging yet exciting. The chance to do something creative, something out of the ordinary, turned the assignment into an adventure rather than a chore. One student said,
“Making the video gave me a sense of ownership of the learning, which led to a higher motivation for learning the topic.”
For any educator considering a similar change, I’d suggest asking yourself a key question: What do I want our learners to walk away with? Of course, collaboration is essential; reaching out to LTA and colleagues can help iron out details and ensure the assessment meets quality standards.
Looking back, moving to video case studies has been a rewarding shift in my teaching. It pushed me to rethink assessment beyond traditional formats and explore how students engage with complex topics in a more creative and meaningful way. One key lesson for me has been seeing how much students benefit from having ownership over their learning; when given the right framework, they not only absorb the content but also develop essential skills like storytelling, communication, and problem-solving. I’ve also learned that giving students more creative freedom comes with challenges, such as guiding them on structuring their work effectively, but the overall impact has been worth it. This experience has reinforced my belief in designing assessments that encourage deeper engagement rather than just measuring knowledge, and I’ll continue refining this approach in future courses.
References:
Brown, S. (2015) Learning, Teaching and Assessment in Higher Education: Global Perspectives. London: Palgrave Macmillan.
Hawley, R. and Allen, C., 2018. Student-generated video creation for assessment: can it transform assessment within Higher Education?. International Journal for Transformative Research, 5(1), pp.1-11.
McArthur, J. (2021) For assessment to count as authentic it must mean something to students WONKHE https://wonkhe.com/blogs/forassessment-to-count-as-authentic-it-must-mean-something-to-students/
Redmond, S. and Tai, J., 2021. What’s outside the learning box? Resisting traditional forms of learning and assessment with the video essay: a dialogue between screen media & education. Media Practice and Education, 22(1), pp.7-22.
Sambell, K. (n.d.) Designing Assessment and Feedback Processes to Inspire Learning. [online] Heriot-Watt University. Available at: https://lta.hw.ac.uk/wp-content/uploads/21_AFL_Designing-assessment-and-feedback-processes-to-inspire-learning.pdf
Xu, M.M. and Barrios, M., 2024. Assessing the effect of self-recorded video assignment on students’ critical thinking skills. Proceedings of the Canadian Engineering Education Association (CEEA).
Image credit:
“Green logistics” by Maryam Sholevar (c) Header and 1st image.
“The impact of WC2026 on green logistics” by student group on C11GL Green and Sustainable Logistics (c).
