video presentation marking criteria

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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How to Create a Rubric to Assess Student Videos

Jul 25, 2022

Using video in the classroom helps to keep students engaged and add make your lessons more memorable. Students can even make their own videos to share what they've learned in a way that is exciting and fun . But what do you do when it comes to grading students’ video projects?

One of the easiest ways to show students what’s expected of them is to create a rubric breaking down the different elements of a video project. You may have already created rubrics for other class projects — ones that involved posters, labs, or group work. Rubrics for video projects are similar. The medium may be different, but the learning and thinking students do are still there for you to assess.

Ways to assess a video:

You can use video projects at many different levels. Some of the elements in your rubric are going to be the same, whether you’re assigning a video to a high school physics class or using Animoto for a fourth grade vocabulary project.

Here are some things to include when developing a video project rubric:

Content: Clearly state what information and how much of it students should include. For example, in a biography project, students might be expected to include five interesting facts about their person in order to get the highest number of points on the rubric.

Images: Make sure your rubric states how many images you expect in an excellent, good, average, and poor project. You might want to add that those images should be relevant to the topic (e.g. no skateboards in a butterfly video) and appropriate. If you want to emphasize research skills, you could also require they use public domain images or cite their image sources.

Sources While this may not be necessary for very young students, middle and high school student videos can and should include a text slide with their bibliography or an accompanying paper bibliography.

Length: Just as you would set a page limit for an essay, you should set limits on video length, especially if you want to share the videos with the class. That length depends on your project — a simple “About Me” video project can be a minute long, while a more involved science or English assignment could be two to three minutes.

The style and flair of the video itself should really take second place to the student’s process — how a student researched the project, chose images, and organized their information. When your rubric reflects that, you’re truly assessing what a student learned.

Video project ideas

Creating Animoto accounts for you and your students is completely free! Once you have your free account set up, there are endless ways to strengthen your lessons using video. Here are some of our favorites.

Digital scavenger hunt

Take your lessons outside of the classroom with a digital scavanger hunt ! Have your students find specific plants and animals, architectural landmarks, historical features, and even shapes in their real-world environments and photograph them as they go. Then, they can add them to an exciting video that can be shared with the class using our Educational Presentation template.

Video autobiography or biography

Have your students research important figures throughout history or even share their own life stories with a video ! The Self-Introduction template makes it easy to share the most important moments of one's life in a fun and engaging way.

Vocabulary videos

Put new vocabulary into action with a video! You can teach students new vocabulary words and then have students find real-world examples of them in real life. Or, let students share all the new words they've learned over summer break using the Vocabulary Lesson template.

Book trailers

Book trailers are a great way to get the story across in just a few short minutes. Whether starting from scratch on a brand new book or creating a summary of a favorite book, the Book Trailer template makes it simple.

Video presentations

Video presentations are a great way to showcase your learnings without the anxiety of a traditional presentation. They can be used in virtual classrooms or shared "IRL" to supplement student presentations. The Educational Presentation template is versatile, engaging, and easy to customize and share.

Sports recap

Extracurricular activities are part of a well-rounded education. Celebrate wins or even analyze your game with the Sports Recap template! It's a great way to increase school spirit and show students that you care.

Book reports

Hit your reading goals for the semester and make sure the lessons hit home with a book report! Rather than an extensive essay, the Book Report template hits on all the high-notes and most important elements of a particular book.

How are you grading your students’ Animoto videos? Let us know in our Facebook group, the Animoto Social Video Marketing Community .

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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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Center for Teaching and Learning

Step 4: develop assessment criteria and rubrics.

Just as we align assessments with the course learning objectives, we also align the grading criteria for each assessment with the goals of that unit of content or practice, especially for assignments than cannot be graded through automation the way that multiple-choice tests can. Grading criteria articulate what is important in each assessment, what knowledge or skills students should be able to demonstrate, and how they can best communicate that to you. When you share grading criteria with students, you help them understand what to focus on and how to demonstrate their learning successfully. From good assessment criteria, you can develop a grading rubric .

Develop Your Assessment Criteria | Decide on a Rating Scale | Create the Rubric

Developing Your Assessment Criteria

Good assessment criteria are

• Clear and easy to understand as a guide for students
• Attainable rather than beyond students’ grasp in the current place in the course
• Significant in terms of the learning students should demonstrate
• Relevant in that they assess student learning toward course objectives related to that one assessment.

To create your grading criteria, consider the following questions:

• What is the most significant content or knowledge students should be able to demonstrate understanding of at this point in the course?
• What specific skills, techniques, or applications should students be able to use to demonstrate using at this point in the course?
• What secondary skills or practices are important for students to demonstrate in this assessment? (for example, critical thinking, public speaking skills, or writing as well as more abstract concepts such as completeness, creativity, precision, or problem-solving abilities)
• Do the criteria align with the objectives for both the assessment and the course?

Once you have developed some ideas about the assessment’s grading criteria, double-check to make sure the criteria are observable, measurable, significant, and distinct from each other.

Assessment Criteria Example Using the questions above, the performance criteria in the example below were designed for an assignment in which students had to create an explainer video about a scientific concept for a specified audience. Each elements can be observed and measured based on both expert instructor and peer feedback, and each is significant because it relates to the course and assignment learning goals.

Additional Assessment Criteria Resources Developing Grading Criteria (Vanderbilt University) Creating Grading Criteria (Brown University) Sample Criteria (Brown University) Developing Grading Criteria (Temple University)

Decide on a Rating Scale

Deciding what scale you will use for an assessment depends on the type of learning you want students to demonstrate and the type of feedback you want to give students on this particular assignment or test. For example, for an introductory lab report early in the semester, you might not be as concerned with advanced levels of precision as much as correct displays of data and the tone of the report; therefore, grading heavily on copy editing or advanced analysis would not be appropriate. The criteria would likely more rigorous by the end of the semester, as you build up to the advanced level you want students to reach in the course.

Rating scales turn the grading criteria you have defined into levels of performance expectations for the students that can then be interpreted as a letter, number, or level. Common rating scales include

• A, B, C, etc. (without or without + and -)
• 100 point scale with defined cut-off for a letter grade if desired (ex. a B = 89-80; or a B+ = 89-87, B = 86-83, B- = 82-80)
• Yes or no, present or not present (if the rubric is a checklist of items students must show)
• below expectations, meets expectations, exceeds expectations
• not demonstrated, poor, average, good, excellent

Once you have decided on a scale for the type of assignment and the learning you want students to demonstrate, you can use the scale to clearly articulate what each level of performance looks like, such as defining what A, B, C, etc. level work would look like for each grading criteria. What would distinguish a student who earns a B from one who earns a C? What would distinguish a student who excelled in demonstrating use of a tool from a student who clearly was not familiar with it? Write these distinctions out in descriptive notes or brief paragraphs.

​ Ethical Implications of Rating Scales There are ethical implications in each of these types of rating skills. On a project worth 100 points, what is the objective difference between earning an 85 or and 87? On an exceeds/meets/does not meet scale, how can those levels be objectively applied? Different understandings of "fairness" can lead to several ways of grading that might disadvantage some students.  Learn more about equitable grading practices here.

Create the Rubric

Rubrics Can Make Grading More Effective

• Provide students with more complete and targeted feedback
• Make grading more timely by enabling the provision of feedback soon after assignment is submitted/presented.
• Standardize assessment criteria among those assigning/assessing the same assignment.
• Facilitate peer evaluation of early drafts of assignment.

Rubrics Can Help Student Learning

• Convey your expectations about the assignment through a classroom discussion of the rubric prior to the beginning of the assignment
• Level the playing field by clarifying academic expectations and assignments so that all students understand regardless of their educational backgrounds.(e.g. define what we expect analysis, critical thinking, or even introductions/conclusions should include)
• Promote student independence and motivation by enabling self-assessment
• Prepare students to use detailed feedback.

Rubrics Have Other Uses:

• Track development of student skills over several assignments
• Facilitate communication with others (e.g. TAs, communication center, tutors, other faculty, etc)
• Refine own teaching skills (e.g. by responding to common areas of weaknesses, feedback on how well teaching strategies are working in preparing students for their assignments).

In this video, CTL's Dr. Carol Subino Sullivan discusses the value of the different types of rubrics.

Many non-test-based assessments might seem daunting to grade, but a well-designed rubric can alleviate some of that work. A rubric is a table that usually has these parts:  

• a clear description of the learning activity being assessed
• criteria by which the activity will be evaluated
• a rating scale identifying different levels of performance
• descriptions of the level of performance a student must reach to earn that level.  

When you define the criteria and pre-define what acceptable performance for each of those criteria looks like ahead of time, you can use the rubric to compare with student work and assign grades or points for each criteria accordingly. Rubrics work very well for projects, papers/reports, and presentations , as well as in peer review, and good rubrics can save instructors and TAs time when grading .  

Sample Rubrics This final rubric for the scientific concept explainer video combines the assessment criteria and the holistic rating scale:

When using this rubric, which can be easily adapted to use a present/not present rating scale or a letter grade scale, you can use a combination of checking items off and adding written (or audio/video) comments in the different boxes to provide the student more detailed feedback. 

As a second example, this descriptive rubric was used to ask students to peer assess and self-assess their contributions to a collaborative project. The rating scale is 1 through 4, and each description of performance builds on the previous. ( See the full rubric with scales for both product and process here. This rubric was designed for students working in teams to assess their own contributions to the project as well as their peers.)

Building a Rubric in Canvas Assignments You can create rubrics for assignments and discussions boards in Canvas. Review these Canvas guides for tips and tricks. Rubrics Overview for Instructors What are rubrics?  How do I align a rubric with a learning outcome? How do I add a rubric to an assignment? How do I add a rubric to a quiz? How do I add a rubric to a graded discussion? How do I use a rubric to grade submissions in SpeedGrader? How do I manage rubrics in a course?

Additional Resources for Developing Rubrics Designing Grading Rubrics  (Brown University) Step-by-step process for creating an effective, fair, and efficient grading rubric. 

Creating and Using Rubrics  (Carnegie Mellon University) Explores the basics of rubric design along with multiple examples for grading different types of assignments.

Using Rubrics  (Cornell University) Argument for the value of rubrics to support student learning.

Rubrics  (University of California Berkeley) Shares "fun facts" about rubrics, and links the rubric guidelines from many higher ed organizations such as the AAC&U.

Creating and Using Rubrics  (Yale University) Introduces different styles of rubrics and ways to decide what style to use given your course's learning goals.

Best Practices for Designing Effective Resources (Arizona State University) Comprehensive overview of rubric design principles.

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Presentations and video assessments

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Live Presentations

Students can deliver individual or group presentations live during  online synchronous sessions in Zoom or Teams as part of your assessment. Consider:   

• Do your students normally present to other students as well as to you, and are the other students required to ask questions?   
• How will questions and dialogues be facilitated?   
• Is this accessible to all students? Consider those with limited technology (mobile phones) or faulty technology (poor internet), students in different time zones, or students with SSPs (Student Support Plans).  The guidance on   considerations for teaching and studying with poor internet   may be helpful.   
• How do you normally provide feedback?   
• How can summative presentations be recorded for second marking or moderation? Could formative presentations benefit from recording?  
• How are auxiliary materials submitted?   
• Assessing online presentation  

Watching each other’s presentation provided a mutual learning opportunity and the marking criteria were shared with the students to enable a differentiated understanding of the grade. Dr Jessica Komes on assessing students via peer-reviewed video presentations

Video assessments and recorded presentations

You can ask students to  record  a nd  submit a video for assessment, which may be a recorded alternative to a live presentation, or another  type of video content.  

There are  a number of  options  available.  The information below is designed to help you decide on the most appropriate method for students to  create their recordings, and  on the  best option to manage the submission and marking.  

Narrated PowerPoint   

Creating a  narrated PowerPoint presentation   allows the user to record:   

• PowerPoint slides   
• Narration and slide timings    
• Choose to include a thumbnail video of the presenter   
• Record the screen to show other applications     

To submit their work students can save their work as either a standard PowerPoint file, or  an MP4 video file .  Note that if you opt to use a Canvas Media Assignment or a  ReCap  Assignment student must submit a video file.     

The section Submission and Marking below summarises the assignment options available for the different file types.  We recommend that you decide on the assignment type you are going to use before giving instructions to the students about which file type you require them to submit.  

Zoom or Teams  

Zoom and Teams meetings both offer  recording functionality .  A student can start a meeting using their Zoom or Teams account and can record the meeting.  This method allows the user to record any or  all of  these elements:   

• Their voice through the microphone   
• A presentation shared on screen, e.g. PowerPoint   
• Other applications or material shared on screen   
• Their webcam to include video of them presenting   

Recording a presentation in a Zoom or Teams meeting can be a good option for students to deliver a group presentation.  A group of students can join an online meeting set up by one of the  group ,  and  can record themselves delivering the presentation together.   

Note that it is not possible to edit a recording within Zoom or Teams.  If students wish to edit their recordings before they submit them, they can upload the recording to  Microsoft Stream  and edit in that application.   

Record video on their device   

If students need to create videos of something other than a presentation, you could ask them to record using a webcam with their laptop or desktop computer, or the camera on a tablet or mobile phone.  There are  Hints and Tips for recording videos  available that could be helpful to share with your students.   

There are several options to allow students to submit a video recording in Canvas. The most appropriate option will depend on your requirements, including the potential size of the video files, how you want to mark the videos, and whether you want students to be able to view each other’s videos.   

The table below summarises the options. For each assignment type there are links to guides on how to create the assignment, and to student guides for submitting their work.

If your students need to create and share videos that are not part of a formal assessment and do not need to be marked, you can ask them to share the videos in Canvas either in a  Discussion , or on a  Page  that is set up to allow students to edit it. 

The best way for students to share their videos depends on the file size. 

Video files up to 250MB 

• Upload the video file  direct into the Canvas rich content editor. 

Video files larger than 250MB 

• First upload the file to  Microsoft Stream .   
• Once uploaded,  adjust permissions and copy the embed code  from Stream. 
• Use the embed code to  embed a video  in the Canvas rich content editor. 

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University home > Academic Quality and Policy Office > Assessment and Feedback > Regulations and Code of Practice for Taught Programmes > 15: Marking criteria and scales

15. Marking Criteria and Scales

15.1   Marking criteria are designed to help students know what is expected of them. Marking criteria differ from model answers and more prescriptive marking schemes which assign a fixed proportion of the assessment mark to particular knowledge, understanding and/or skills. The glossary  provides definitions for: marking criteria, marking scheme and model answer.

15.2   Where there is more than one marker for a particular assessment task, schools should take steps to ensure consistency of marking. Programme specific assessment criteria must be precise enough to ensure consistency of marking across candidates and markers, compatible with a proper exercise of academic judgment on the part of individual markers . 

15.3   Markers are encouraged to use pro forma in order to show how they have arrived at their decision. Comments provided on pro forma should help candidates, internal markers and moderators and external examiners to understand why a particular mark has been awarded.  Schools should agree, in advance of the assessment, whether internal moderators have access to the pro forma / mark sheets completed by the first marker before or after they mark a candidate’s work.

15.4   Detailed marking criteria for assessed group work, the assessment of class presentations, and self/peer (student) assessment must be established and made available to students and examiners.

15.5   In respect of group work, it is often desirable to award both a group and individual mark, to ensure individuals’ contributions to the task are acknowledged. The weighting of the group and individual mark and how the marks are combined should beset out in the unit specification .

University generic marking criteria

15.6   The common University generic marking criteria , set out in table 1, represent levels of attainment covering levels 4-7 of study. Establishing and applying criteria for assessment at level 8 should be managed by the school that owns the associated programme, in liaison with the faculty . A new level-specific University generic marking criteria ( UoB only ) has been agreed for introduction from 2024/25.

15.7   The common marking criteria are designed to be used for an individual piece of assessed student work. The descriptors give broad comparability of standards by level of study across all programmes as well as level of performance across the University. They reflect the QAA Framework for Higher Education Qualifications but need to be benchmarked against subject specific criteria at the programme level.

15.8   Faculties, with their constituent schools, must establish appropriately specific and detailed marking criteria which are congruent with the University-level criteria and, if appropriate, the level of study. All forms of programme-specific marking criteria must be approved by the Faculty .

Marking scales

15.9      Assessment must be marked and returned as an integer using one of the sanctioned marking scales, as follows:

•            0-100 marking scale
•            0-20 marking scale

or using a pass/fail marking scheme (see 10.33).

Any mark on the chosen marking scale can be used.

A five-point A-E marking scale is only available for programmes in the School of Education.

Standard setting in marking is permitted in programmes where it is a professional accreditation requirement.

15.10   Schools should utilise the marking scale that is best suited to the form of assessment. This and the marking criteria for the assessment should be established prior to its commencement.

15.11    Where the averaging of different component marks within an assessment or the outcome of two markers creates an assessment mark with a decimal point, markers should reconcile any significant difference in marks and make a deliberate academic decision as to the exact mark on the scale that should be awarded. Otherwise the mark will be rounded to the nearest integer and returned (if on the 0-20 marking scale, then this should take place before converting to a mark on the 0-100 scale).

Exceptions to the sanctioned marking scales

15.12   Highly structured assessments that are scored out of a total number less than 100 may be utilised where each mark can be justified in relation to those marks neighbouring it. In these cases, the mark must be translated onto the 0-100 point scale, mapped against the relevant marking criteria, and students informed of the use of this method in advance of the assessment in the appropriate medium (e.g. on Blackboard).

Reaching the ‘Unit Mark’ (see also Sections 29 and 37 )

15.13    Marks gauged on the 0-20 scale should be translated to a point on the 0-100 scale before entry into the VLE to calculate the overall unit mark for the purposes of progression and classification (see table 2 ).

15.14   The 0-20 point scale is a non-linear ordinal scale; for example, a mark on the 0-20 point scale IS NOT equivalent to a percentage arrived at by multiplying the mark by 5. Table 2 provides an equivalence relationship between the scales to enable the aggregation of marks from different assessment events to provide the overall unit mark which will be a percentage. This is illustrated below for a notional unit.

In this example, the MCQ uses all points on the 0-100 scale whereas all the other assessments use the 0-20 point scale .

To achieve the final unit mark each component mark needs to be adjusted as:

15.15      The overall unit mark must be expressed as a percentage as the University’s degree classification methodology is based on the percentage scale.

15.16       The final programme or taught component mark will be calculated by applying the agreed algorithm to the unit marks (see sections 32 and 39 ).

  TABLE 1:   Generic Marking Criteria mapped against the three marking scales

  TABLE 2: Relationship between the three marking scales

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Judging Criteria and Scores

Judging Criteria

• The Videos will be judged in terms of creativity, originality, message content and technical organization (sound and picture quality). The decisions of the judges will be final.
• The competition closes at midnight May 1st,  2020 (AST). The competition winners will be announced on 17th May, 2019  and notified by e-mail and phone, as well as published on CANTO’s website.

Videos will be judged over a score of (90) points on the following criteria:

Creativity /Originality (30 pts):

• Entries must be the students’ own work, in the student’s own words, and may include personal experiences and thoughtful observations. Videos must reflect that the student has carefully examined and thought through the topic.

Message Content (40 pts):

• Does the student apply/address the theme of  “Connect 2030: ICTs for the Sustainable Development Goals (SDGs)”
• Is the video relevant?
• How compelling is the video?
• Is the video presented in a logical sequence?

Technical  Organization (20 pts):

• How well is the video produced in regards to continuity, timing, camera operation, sound quality, editing and adherence to time limit of  3 minutes  or (180 seconds)

People’s Choice  – Most Likes (up to 10 points)

• The 10 finalists’ videos will be posted on CANTO;’s Facebook Page. The videos will be ranked based on the number of ‘Likes’ and the corresponding points  will be added to the final Judges’ score  (see table below )

Video Project Rubric

Examples of Other Rubrics

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Guidelines for marking online versions of oral presentations in the form of pre-recorded videos.

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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Department of History

Mark scheme for presentations.

Different students may legitimately approach their presentations in different ways and sometimes particular strength in one area can offset weakness in another. But the following criteria gives you an idea of the areas to think about when preparing and presenting, and what makes for a good presentation.

First Class (marks of 74+)

• Information: detailed, accurate, relevant; key points highlighted;
• Structure: rigorously argued, logical, easy to follow;
• Analysis and Interpretation: extensive evidence of independent thought and critical analysis;
• Use of relevant and accurate Evidence: key points supported with highly relevant and accurate evidence, critically evaluated;
• Presentation Skills: clear, lively, imaginative; good use of visual aids (where appropriate);
• Time Management: perfectly timed, well organised;
• Group Skills: engages well with group; encourages discussion and responds well to questions.

2.1 Upper Second (62-68)

• Information: detailed, accurate, relevant;
• Structure: generally clearly argued and logical;
• Analysis and Interpretation: attempts to go beyond the ideas presented in secondary literature;
• Use of relevant and accurate Evidence: most points illustrated with relevant and accurate evidence;
• Presentation Skills: generally clear, lively; use of appropriate visual aids;
• Time Management : well organised, more or less to time;
• Group Skills: attempts to engage with group and responds reasonably well to questions.

2.2 Lower Second (52-58)

• Information: generally accurate and relevant, but perhaps some gaps and/or irrelevant material;
• Structure: not always clear or logical; may be overly influenced by secondary literature rather than the requirements of the topic;
• Analysis and Interpretation: little attempt to go beyond or criticise secondary literature;
• Use of relevant and accurate Evidence: some illustrative material, but not critically evaluated and/or some inaccuracies and irrelevancies;
• Presentation Skills: c onveys meaning, but sometimes unclear or clumsy;
• T ime Management: more or less right length, but some material not covered properly as a result, OR, significantly over-runs;
• Group Skills: responds reasonably well to questions, but makes no real attempt to engage with group or promote discussion

Third (42-48)

• Information: limited knowledge, with some significant gaps and/or errors;
• Structure: argument underdeveloped and not entirely clear;
• Analysis and Interpretation : fairly superficial and generally derivative and uncritical;
• Use of relevant and accurate Evidence : some mentioned, but not integrated into presentation or evaluated; the evidence used may not be relevant or accurate
• Presentation Skills: not always clear or easy to follow; unimaginative and unengaging;
• Time Management : significantly over time; material fairly disorganised and rushed;
• Group Skills: uncomfortable responding to questions; no attempt at engaging with group.

Fail (0-40)

• Information: very limited, with many errors and gaps;
• Structure: muddled, incoherent;
• Analysis and Interpretation: entirely derivative, generally superficial;
• Use of relevant and accurate Evidence: little or no evidence discussed; or irrelevant and inaccurate.
• Presentation Skills: clumsy, disjointed, difficult to follow, dull;
• Time Management : significantly under or over time; has clearly not tried out
• material beforehand; disorganised;
• Group Skills : poor.