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This paper outlines the feasibility of replacing a midterm assessment with astudent-created digital media project. We examine the benefits of a peer reviewprocess for student-created pedagogy, the effectiveness of thestudent-generated digital media, and self-evaluations as a replacement foraccepted forms of assessment in terms of: learning, assessment, and serviceprovided. The outlined project also facilitates the creation of a video bankeasily accessible for professors and students alike in introductory physicscourses using the OpenStax College Physics textbook.1 We conclude that thisnon-traditional teaching and assessment model is both effective and timely asmore college courses are being taught digitally and/or asynchronously.

Student created video content for assessment, experiential learning, and service