ABSTRACT
Over the past decade, podcasts have become an increasingly popular form of digital media for content consumption. During this period, there has been a concomitant rise in the use of podcasts in education. While most studies have focused on “top-down” creation of podcasts, especially by educators for students, this chapter focuses on possibilities that exist for students to create podcasts as instruments by which instructors can assess their knowledge. The essay concludes with recommendations for those educators who want to use podcasts in their own teaching, but the key argument here is that podcasts are a viable form of assessment for two main reasons: they present minimal disruption to students who are accustomed to writing papers, in addition to providing opportunities to increase their expertise in creating digital media, and they provide benefits to educators in terms of grading efficiency and increased opportunities for deep interaction with students.
