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.
Genre Wheel: A space of learning for the use of designed video. (p7, Schwartz, & Hartman, 2007).
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.
Useful tip
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.
Criteria topics
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.
Visual and Audio/Sound Design and Aesthetics
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
Temporal and/or Spatial Design
Example criteria, competencies and evidence:
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.
Learning targets and classes of outcomes:
Seeing – familiarity and recognition, Discernment and Noticing, Doing – Skills and Performance
Structure and Story
Example criteria, competencies and evidence:
Form – Narrative, storytelling, structure
Argument and persuasion
Example genres:
Topic report, pitch, storyboarding, script writing, news report, – all genres are possible.
Learning targets and classes of outcomes:
Seeing, Engaging, Doing, Saying.
Technical considerations of audiovisual production
Example criteria, competencies and evidence:
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).
Example genres:
Video CV/Portfolio, short film in FASS, science communications on social media – all genres are possible.
Learning targets and classes of outcomes:
Seeing, Engaging, Doing, Saying.
Planning and organisation
Example criteria, competencies and evidence:
Evidence of process – treatment, script, storyboard or transcript, reflection etc.
Example genres:
Investigative report, stakeholder brief, video diaries, storyboards – all genres are possible.
Learning targets and classes of outcomes:
Seeing, Engaging, Doing, Saying.
Ethics
Ethics is one of the Graduate Attributes involved in video assessment.
Social Responsibility and the Ethics of Representation
Example criteria, competencies and evidence:
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
Example genres:
Investigative report, creating teaching materials, stakeholder interviews, point of view, ad, trailer, trigger, narrative, anchor, association, chronicle, analogy, commentary, expository.
Learning targets and classes of outcomes:
Seeing: Discernment & Noticing
Saying: Inference and Explanation
Engaging: Contextualise and Future Learning
Accessibility
Example criteria, competencies and evidence:
Accessible practices evident.
Provides alternative means to access the content, for example: captions and transcripts.
Academic integrity
Example criteria, competencies and evidence:
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.
Genre and conventions of the task
Example criteria, competencies and evidence:
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.
Example genres:
Self-evaluations, reflective practice, video pitch, project report – all genres are possible.
Learning targets and classes of outcomes:
Seeing, Engaging, Doing, Saying.
Audience and context
Example criteria, competencies and evidence:
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.
Example genres:
Public service announcement in Health, ad, trailer, trigger, association, chronicle, narrative, anchor, analogy.
Learning targets and classes of outcomes:
Saying: Facts and Recall, Inference and Explanations
Engaging: Interest & Preferences
Professional engagement
Example criteria, competencies and evidence:
Working with clients and stakeholders in a professional capacity eg. fulfilling a brief, research, presenting to clients.
Example genres:
Consultation summary, client report, all genres are possible.
Creativity and innovation
Example criteria, competencies and evidence:
Employ contemporary technologies effectively for diverse purposes relevant to the field.
Example genres:
Multimodal campaign project in BUS, narrative, anchor, trigger, trailer, ad.
Learning targets and classes of outcomes:
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.
Collaboration and Teamwork
Example criteria, competencies and evidence:
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.
Personal presentation
Example criteria, competencies and evidence:
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)
Example genres:
Video pitch/presentation, commentary, expository, modelling, identification, demonstration, step-by-step.
Learning targets and classes of outcomes:
Doing: Manner and Attitude
Useful tip
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.
Criteria building tool
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
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).
