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How to Evaluate Learning Videos with a Rubric

by Christopher Karel

Evaluating learning videos is easy with a rubric. Reflecting upon effectiveness is also easier if you use the same tool to measure all of your videos. Therefore, I offer you a method to evaluate learning videos using a rubric that will help you improve the KSB (Knowledge, Skills, and Behaviors) of your learners.

FYI: I’m on a mission to help people make and use video for learning purposes. If you are making a learning video for yourself or for a client, then you are managing numerous moving parts. By always beginning with the end in mind (guided by a rubric), you will be on your way to creating video content that will boost the KSB of your learners. If you are managing a team and need to evaluate your video content, then using a rubric will help your entire team align their feedback around a common goal.

Let’s get to it!

The main purpose of rubrics is to assess performance. -ASCD

Using a rubric will help you set a consistent standard for your learning video content. By evaluating content the same way for every project, you will be efficient and objective – every time. Below, I offer an annotated path to evaluate learning videos with a rubric. Each section of the rubric is captured in a screenshot followed by a brief explanation and several questions you can ask yourself to aid in completing the said section. Download the rubric and use it with your existing content or on your new videos. Then, let me know how it goes. Feel free to modify the rubric to suit your needs and attribute the original rubric to Learning Carton.

The purpose is the first thing you want to identify in each video you evaluate. Ask yourself these questions and then circle the appropriate word.

• Knowledge : Is the video designed to create awareness on a topic? Examples: teach product knowledge, explain a process, share information about a topic
• Skills : Is the video designed to demonstrate a skill or show someone how to act (behavior modeling)?
• Behavior : Is the video designed to change the learner’s behavior by requiring the viewer to make informed decisions?

The purpose of the video should be clear and concise. Can you easily state the purpose in a single sentence?

Type of Video

Next, you should circle the type of video. What type of learning video is it? Check out The 6 Types of Video for Learning if you need a further explanation of the types. If you feel the video is not one of these six types, then it may not be a learning video at all.

As you start to deep dive into evaluating the learning video look for these seven categories. Read this section carefully before you watch the video and have the rubric on paper or a nearby screen as you watch. Your goal is to openly and honestly rank the video by answering these questions:

• Are facts and information up to date? Is it organized and clearly delivered?
• Does the video present value by offering information designed for the learning audience?
• Are the learning objectives clearly stated or easily accessible?
• Is the content free from bias?
• Is there a call to action that implores the learner to do something to extend their learning?
• Is there a story structure to the content? Beginning-middle-end.
• Is it clear how the video is meant to be shared with the audience?

Now it’s time to evaluate the video’s visual merits. This is the last thing you should evaluate; thus, this is the reason it is at the end of the rubric. Training and learning video is not made with Hollywood budgets. It’s not necessary! You can learn how to do something from a video someone made in their house using their cellphone! Learning video should adhere to professional skills in production, but it is not as important as the content and purpose. That being said, rank your video’s technical score with these questions:

• How is the overall look of the video? Is it pleasing to the eye?
• Is it easy to understand the audio? Is the volume consistent? Is the audio free from imperfections?
• Are the visuals composed nicely so that the program is engaging to look at for a long period of time?
• Does lighting enhance or distract from the subject in the video?
• Are there too many effects? Are graphics used to support the message?
• Is the video the same size throughout or do you see black bars and boxes on the sides or top?
• Is the video quality sharp?

Total Score

The total score is not a pass/fail or letter grade. Please don’t view your score as high praise or crippling criticism. Instead, I urge you to reflect upon the score so that you can alter the content in the video to make it more effective for your audience. Remember, your ultimate goal in making a learning video is to improve the knowledge, skills, and behaviors of your learning audience. This learning video rubric will help you evaluate learning videos so that you keep the KSB promise!

Now that you have the rubric and this annotated guide, it’s time to reflect upon your already made content or plan your next project. Try out the rubric. If you find that the purpose, type, content, and technical categories need a slight tweak, then make the change to the rubric so it suits your needs. This rubric is meant to support your learning as you strive to make better learning videos for your audience.

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LX / Video assessment criteria categories

Video assessment criteria categories

This resource provides comprehensive information on setting out criteria for video assessments.

On this page:

Schwartz and hartman’s model, criteria topics, criteria building tool, rubric example.

This resource should be read alongside the Rubric decisions before you start your video assessment resource .

You can employ a model like Schwartz and Hartman’s to determine the type or genre of video you want student’s to produce and the appropriate way to assess it in line with your desired outcomes.

Using this model and formula can be a great way to make it clear to yourself and your students what you want them to achieve.

Example of a formula to help utilise the wheel (I want students to demonstrate 1 by means of 4 in order to learn 2 and be assessed in terms of 3).

The criteria topics are based on the UTS Graduate Attributes which have been contextualised by some key categories for video assessment.

The example criteria are based upon a mix of Course Intended Learning Outcomes, Subject Learning Objectives and specific areas of communication in video assessment. They have also been refined by feedback from academics who offer video assessments in their subjects.

The Outcome categories and Example criteria, competencies and evidence are not prescriptive. Consider them a kind of shopping list that you may want to select from or add to based upon the needs of your assessment .  These criteria can be adapted for use in either an analytical or holistic rubric .

Four high level attributes – Audiovisual language and communication, Ethics, Discipline knowledge and professional readiness and Interpersonal communication – make up the base level for video assessment criteria. The tabs below each high level attribute denote Outcome categories. Click on the tabs to see example criteria, competencies and evidence, example genres, and learning targets and classes of outcomes.

Audiovisual language and communication

This high-level attribute relates to the Graduate Attributes of Communication and Critical thinking and creativity.

It covers anything from visual and audio design and aesthetics to planning and organisation.

Example criteria, competencies and evidence:

• Appropriate, creative and/or innovative use of composition – images, graphics, text, sampling, animation, data visualisation etc.
• Appropriate, creative and/or innovative use of audio – sampling, voice (interviews), music, ambience, effects etc
• Aids comprehension and meaning, provides evidence, contributes to tone, looks professional

Example genres:

Video pitch, project summary, report, case study, news report, historical presentation, podcast, all genres are possible.

Learning targets and classes of outcomes:

Seeing, Engaging, Doing, Saying

• Uses the properties of video to explore and represent embodied or physical phenomena, locations, physical or virtual processes, perspectives etc.
• Space and motion, animation, sequencing

Example genres: 

Location/environmental mapping in DAB, software demonstrations/screencasts in FEIT, training videos, trend reports, Tour, Portrayal, Point of view.

Seeing – familiarity and recognition, Discernment and Noticing, Doing – Skills and Performance

• Form – Narrative, storytelling, structure
• Argument and persuasion

Topic report, pitch, storyboarding, script writing, news report, – all genres are possible.

Seeing, Engaging, Doing, Saying.

• Audio and video recording are clear, shot composition, lighting, framing, editing etc.
• Particularly important when students may be expected to create these assets unassisted in future (as opposed to having someone else do this for them).

Video CV/Portfolio, short film in FASS, science communications on social media – all genres are possible.

Evidence of process – treatment, script, storyboard or transcript, reflection etc.

Investigative report, stakeholder brief, video diaries, storyboards – all genres are possible.

Ethics is one of the Graduate Attributes involved in video assessment.

Ethics in video assessment refers to social responsibility and representation along with digital accessibility and academic integrity .

• Ethical engagement through research, interviews, editing, matters of representation etc.
• Engages responsibly with and represents stakeholders and topics sensitively and ethically.
• Considers and includes diverse socio-cultural perspectives eg. gender status, race, age, disability, language, religion, etc.
• Interrogates own assumptions about Aboriginal and Torres Strait Islander peoples

Investigative report, creating teaching materials, stakeholder interviews, point of view, ad, trailer, trigger, narrative, anchor, association, chronicle, analogy, commentary, expository.

Seeing: Discernment & Noticing

Saying: Inference and Explanation

Engaging: Contextualise and Future Learning

• Accessible practices evident.
• Provides alternative means to access the content, for example: captions and transcripts.
• Appreciates the importance of documenting permissions, copyright, attribution, references in an audiovisual format.

Discipline knowledge & professional readiness

This Graduate Attribute area covers critical thinking and creativity, discipline knowledge, professional readiness, and the Indigenous Graduate Attribute. The categories are designed to help students consider the audience and conventions specific to the genre of video.

• Understands the relationship between genre, the discipline, and its use in practice – purpose.
• Engages with the expectations of genre, form and conventions in a disciplinary context.

Self-evaluations, reflective practice, video pitch, project report – all genres are possible.

• Understands the relationship between audience and purpose.
• Suitable content and format for different audiences and contexts. eg. social, government, NGO, public, community, Indigenous, etc.
• Language is appropriate and relevant.
• Consideration of distribution and platform.

Public service announcement in Health, ad, trailer, trigger, association, chronicle, narrative, anchor, analogy.

Saying: Facts and Recall, Inference and Explanations

Engaging: Interest & Preferences

• Working with clients and stakeholders in a professional capacity eg. fulfilling a brief, research, presenting to clients.

Consultation summary, client report, all genres are possible.

• Employ contemporary technologies effectively for diverse purposes relevant to the field.

Multimodal campaign project in BUS, narrative, anchor, trigger, trailer, ad.

Engaging: Contextualise & Future Learning

Interpersonal communication

This includes communication that relates to collaboration and teamwork but also the actual personal presentation appropriate for a given video genre.

• Demonstrates ability to work with and motivate other people on a collaborative project.
• Each member’s contribution to the project is evident in the final product.
• Pace, tone and emphasis support the message (Manner & Attitude).
• Body language is suitable for the conventions of Audio-visual work. (Manner & Attitude).
• Appears and behaves professionally on camera (Manner & Attitude)

Video pitch/presentation, commentary, expository, modelling, identification, demonstration, step-by-step.

Doing: Manner and Attitude

When writing criteria, simply asking questions like “Can I provide examples of what success looks like based upon the goal of the video task?” will help clarify what needs to go into criteria.

Download the attached spreadsheet to help you start building your criteria.

Instructions on how to use the spreadsheet:

• Determine which High-level attribute you want to assess
• Within that attribute select an Outcome category you want focus on
• Look at the examples of criteria and associates video genres
• Select a criteria or write your own based upon the examples

Access the criteria building file.

Want to see an example of a video rubric design based upon our criteria? Take a look at the Sample Rubric for a Video Assessment .

Keep in mind that this rubric is just a sample and is not ready for your specific discipline and context. To get help building your rubric, get in touch with the Teaching and Curriculum Team (TACT).

Kilgour, P., Northcote, M., Williams, A. & Kilgour, A., (2020) A plan for the co-construction and collaborative use of rubrics for student learning , Assessment & Evaluation in Higher Education , 45:1, 140-153. 

Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. Video research in the learning sciences , 335-348.

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Higher Education

How to (Effectively) Use a Presentation Grading Rubric

Almost all higher education courses these days require students to give a presentation, which can be a beast to grade. But there’s a simple tool to keep your evaluations on track. 

Enter: The presentation grading rubric.

With a presentation grading rubric, giving feedback is simple. Rubrics help instructors standardize criteria and provide consistent scoring and feedback for each presenter. 

How can presentation grading rubrics be used effectively? Here are 5 ways to make the most of your rubrics. 

1. Find a Good Customizable Rubric

There’s practically no limit to how rubrics are used, and there are oodles of presentation rubrics on Pinterest and Google Images. But not all rubrics are created equal. 

Professors need to be picky when choosing a presentation rubric for their courses. Rubrics should clearly define the target that students are aiming for and describe performance. 

2. Fine-Tune Your Rubric

Make sure your rubric accurately reflects the expectations you have for your students. It may be helpful to ask a colleague or peer to review your rubric before putting it to use. After using it for an assignment, you could take notes on the rubric’s efficiency as you grade. 

You may need to tweak your rubric to correct common misunderstandings or meet the criteria for a specific assignment. Make adjustments as needed and frequently review your rubric to maximize its effectiveness. 

3. Discuss the Rubric Beforehand

On her blog Write-Out-Loud , Susan Dugdale advises to not keep rubrics a secret. Rubrics should be openly discussed before a presentation is given. Make sure reviewing your rubric with students is listed on your lesson plan.

Set aside time to discuss the criteria with students ahead of presentation day so they know where to focus their efforts. To help students better understand the rubric, play a clip of a presentation and have students use the rubric to grade the video. Go over what grade students gave the presentation and why, based on the rubric’s standards. Then explain how you would grade the presentation as an instructor. This will help your students internalize the rubric as they prepare for their presentations.

4. Use the Rubric Consistently

Rubrics help maintain fairness in grading. When presentation time arrives, use a consistent set of grading criteria across all speakers to keep grading unbiased. 

An effective application for rubrics is to apply a quantitative value to students across a cohort and over multiple presentations. These values show which students made the most progress and where they started out (relative to the rest of their class). Taken together, this data tells the story of how effective or ineffective the feedback has been.

5. Share Your Feedback

If you’re using an electronic system, sharing feedback might be automatic. If you’re using paper, try to give copies to presenters as soon as possible. This will help them incorporate your feedback while everything is still fresh in their minds. 

If you’re looking to use rubrics electronically, check out GoReact, the #1 video platform for skill development. GoReact allows you to capture student presentations on video for feedback, grading, and critique. The software includes a rubric builder that you can apply to recordings of any kind of presentation.

Presenters can receive real-time feedback by live recording directly to GoReact with a webcam or smartphone. Instructors and peers submit feedback during the presentation. Students improve astronomically. 

A presentation grading rubric is a simple way to keep your evaluations on track. Remember to use a customizable rubric, discuss the criteria beforehand, follow a consistent set of grading criteria, make necessary adjustments, and quickly share your feedback.

By following these five steps, both you and your students can reap the benefits that great rubrics have to offer.

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What are the Geneva Conventions and their Additional Protocols?

The Geneva Conventions and their Additional Protocols are international treaties that contain the most important rules limiting the barbarity of war. They protect people who do not take part in the fighting (civilians, medics, aid workers) and those who can no longer fight (wounded, sick and shipwrecked troops, prisoners of war).

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