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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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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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Videoconferencing Rubric

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iRubric: Science Project : Model and Presentation rubric

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Just one more step to access this resource!

Get your free sample task today.

Ready to explore Exemplars rich performance tasks? Sign up for your free sample now.

Science Rubrics

Exemplars science material includes standards-based rubrics that define what work meets a standard, and allows teachers (and students) to distinguish between different levels of performance.

Our science rubrics have four levels of performance: Novice , Apprentice , Practitioner (meets the standard), and Expert .

Exemplars uses two types of rubrics:

• Standards-Based Assessment Rubrics are used by teachers to assess student work in science. (Exemplars science material includes both a general science rubric as well as task-specific rubrics with each investigation.)
• Student Rubrics are used by learners in peer- and self-assessment.

Assessment Rubrics

Standards-based science rubric.

This rubric is based on science standards from the National Research Council and the American Association for the Advancement of Science.

K–2 Science Continuum

This continuum was developed by an Exemplars workshop leader and task writer, Tracy Lavallee. It provides a framework for assessing the scientific thinking of young students.

Student Rubrics

Seed rubric.

This rubric is appropriate for use with younger children. It shows how a seed develops, from being planted to becoming a flowering plant. Each growth level represents a different level of performance.

What I Need to Do

While not exactly a rubric, this guide assists students in demonstrating what they have done to meet each criterion in the rubric. The student is asked in each criterion to describe what they need to do and the evidence of what they did.

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Yahoo Finance

Rubric capital management sends letter urging xperi inc. stockholders to reject the status quo of value destruction under current board.

Maintains that After Years of Underperformance Both Before and After the Spin-Off, Incumbent Directors David Habiger and Darcy Antonellis Cannot be Trusted to Help Xperi Achieve its Goals and Deliver Value for Stockholders

Presents a Clear and Actionable Plan to Create Meaningful Value

Urges Stockholders to Vote FOR Rubric’s Nominees Thomas A. Lacey and Deborah S. Conrad on the WHITE Proxy Card

NEW YORK, May 16, 2024 --( BUSINESS WIRE )--Rubric Capital Management LP ("Rubric"), an investment advisor whose managed funds and accounts collectively own approximately 9.0% of the outstanding shares of common stock of Xperi Inc. (NYSE: XPER) ("Xperi" or the "Company"), today sent a letter to Xperi stockholders urging them to reject the status quo of value destruction under the current Board of Directors by replacing incumbent directors David Habiger and Darcy Antonellis with Rubric’s nominees, Thomas A. Lacey and Deborah S. Conrad, at Xperi’s Annual Meeting of Stockholders, which is scheduled to be held on May 24, 2024.

In its letter, Rubric also outlined a plan to restore and rebuild stockholder value at Xperi, inclusive of the following, readily accessible initiatives, which Rubric’s nominees are prepared to execute:

Restore Accountability

Evaluate Perceive and Other Projects

Reduce Excessive Costs

Institute Pay-for-Performance

The full text of the letter follows:

May 16, 2024

Dear Fellow Stockholder,

Xperi Inc.’s ("Xperi" or the "Company") 2024 Annual Meeting of Stockholders (the "Annual Meeting") scheduled to be held on May 24, 2024 is fast approaching. In just a few short days, stockholders will cast a vote in favor of one of the following paths forward for the Company:

Rubric Capital Management LP ("Rubric") has nominated two highly-qualified, independent director candidates for election to the Board – Thomas A. Lacey and Deborah S. Conrad – to shepherd the Company along path A. Our director nominees, who include 1) the former CEO of Xperi’s predecessor company during a period of significant share price outperformance and 2) a proven expert in commercializing technologies, possess the experience and skillsets necessary to address the challenges facing the Company, and bring with them an achievable plan to drive long-term value.

We urge you to vote FOR Rubric’s nominees, Thomas A. Lacey and Deborah S. Conrad, on the WHITE proxy card TODAY . We fear that without their addition to the Board, stockholders will be left with more of the status quo – or worse.

A VOTE FOR INCUMBENT DIRECTORS DAVID HABIGER AND DARCY ANTONELLIS IS A VOTE FOR CONTINUED UNDERPERFORMANCE

Over the course of our proxy contest, Xperi has presented manipulated versions of its share performance to distract from the truth, and the Board has relied upon what it has framed as the relative recency of the Company’s spin-off in 2022 to skirt accountability for Xperi’s significant underperformance. If given more time, the Company will eventually execute on its long-term strategic plan, and stockholders will finally see value for their investment, the Board would have you believe. But what have the incumbent directors accomplished to deserve more time? Consider these irrefutable facts about Xperi’s pre- and post-spin-off performance under incumbent directors David Habiger and Darcy Antonellis:

From the time Mr. Habiger joined the board of Xperi’s predecessor company in 2016 until Xperi’s spin-off in 2022, he presided over a total shareholder return ("TSR") of -57.4% . 1

From the time Ms. Antonellis joined the board of Xperi’s predecessor company in 2018 until Xperi’s spin-off in 2022, she presided over a TSR of -10.6% . 2

Since the spin-off in 2022, during which period Mr. Habiger and Ms. Antonellis have continued to serve as directors, Xperi has generated a TSR of nearly –34% . 3

Mr. Habiger and Ms. Antonellis have presided over a combined TSR of –71.7% and –40.6% , respectively, since joining the boards of Xperi and its predecessor company. 4

No matter how you slice it, Mr. Habiger and Ms. Antonellis have overseen substantial stockholder value destruction. It is clear to us that with the same directors serving on the boards of Xperi and its predecessor company, stockholders have received the same poor results. Allow us to reiterate: Same directors. Same poor results .

RUBRIC HAS A CLEAR AND ACTIONABLE PLAN FOR MEANINGFUL VALUE CREATION

We believe the persistent underperformance and culture of mediocrity that Mr. Habiger and Ms. Antonellis have so dutifully overseen can be attributed to the Board’s abject failures to make demonstrable progress against its stated goals, properly allocate strategic capital, adjust the Company’s cost-structure post-spin-off and align executive pay with performance, instead severely diluting the true owners of the business, stockholders.

Fortunately, Rubric has a clear and actionable plan to restore and rebuild stockholder value. We believe that by executing the following, readily accessible value creation initiatives, Xperi can get back on track and deliver significant value to stockholders.

Restore Accountability . Xperi should immediately order a review of its 2022 Investor Day Goals and issue new goals if necessary, as the failure to make progress against its revenue growth and margin targets has led to significant declines in consensus expectations. An improved Board that has the trust of its investors and is clearly working towards achieving the Company’s targets should be reflected in new consensus estimates over time.

Evaluate Perceive and Other Projects . Xperi should continue the existing strategic alternatives review process for Perceive – which Rubric prompted after years of cash burn unbeknownst to stockholders – but with Board members better positioned to properly evaluate the value of the business. Moreover, Xperi must undertake a Company-wide capital allocation review process to ensure stockholder capital is being used effectively, and sell or shut down "science projects" that Xperi might be incubating without transparency to stockholders or a clear path to value creation.

Reduce Excessive Costs . Xperi should remedy its excessive compensation practices and remove additional costs in order to match the Company’s currently bloated cost structure to the decreased scale of the post-spin-off business, and ultimately achieve margin improvement and cash flow generation. In our view, there are surely plentiful opportunities to reduce operating expenses given Xperi’s utter lack of cost rigor under the current Board.

Institute Pay-for-Performance . Xperi should improve its compensation policies to align pay with stockholder returns and re-introduce performance share units as the primary form of compensation, as opposed to time-based restricted share units. Knowing management only wins when stockholders win will improve confidence in Xperi and the Board and should improve the Company’s cost of capital in due course.

Taken together, we estimate, based on extensive diligence, that Rubric’s plan has the potential to result in a share price increase of $5.25 to $19.01 per share . 5

While we are confident our plan is straightforward and achievable, the Board, as currently constituted, has proven itself incapable of executing it. We ask you, our fellow stockholders: How can the incumbent directors restore accountability when they are to blame for Xperi’s prolonged underperformance and lack of transparency? How can the incumbent directors follow through on the successful evaluation of Perceive if they do not possess the requisite semiconductor or technology product-market fit expertise? How can the incumbent directors reduce excessive costs and institute pay-for-performance compensation policies if they are the very architects of the unsustainable and misaligned compensation scheme that has so plagued Xperi? Why would stockholders vote for the status quo that has resulted in the equivalent of three steps forward after ten steps back ?

DO NOT LEAVE THE FATE OF YOUR INVESTMENT UP TO CHANCE: ELECT RUBRIC’S NOMINEES - THOMAS A. LACEY AND DEBORAH S. CONRAD - TO THE BOARD

At the upcoming Annual Meeting, the future of the Company, and your investment, is at stake. Our director nominees – Thomas A. Lacey and Deborah S. Conrad – have the plan, the expertise, and the capital allocation and cost discipline required to help ensure that the future of Xperi is a bright one.

Do not leave the fate of your investment in the hands of incumbent directors who have at no time demonstrated an ability to deliver value for stockholders – before or after Xperi’s spin-off. Do not get fooled again! Vote the WHITE proxy card FOR Rubric’s nominees Thomas A. Lacey and Deborah S. Conrad .

Vote the WHITE proxy card TODAY

If you have any questions, require assistance in voting your WHITE proxy card, or need additional copies of Rubric’s proxy materials, please contact our proxy solicitor Okapi Partners at (855) 305-0856 or via email at [email protected] .

David Rosen Managing Partner Rubric Capital Management LP

__________________________

1 Source: Bloomberg. Calculated as of April 26, 2024. 2 Source: Bloomberg. Calculated as of April 26, 2024. 3 Source: Bloomberg. Calculated as of April 26, 2024. 4 Source: Bloomberg. Calculated as of April 26, 2024. 5 See Rubric’s Investor Presentation issued on April 29, 2024 for additional details.

View source version on businesswire.com: https://www.businesswire.com/news/home/20240516642234/en/

Media: Jonathan Gasthalter/Sam Fisher Gasthalter & Co. (212) 257-4170

Investors: Jason W. Alexander/Bruce H. Goldfarb Okapi Partners LLC (212) 297-0720

New Research From Clinical Psychological Science

• Clinical Psychological Science
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Threat Appraisal and Pediatric Anxiety: Proof of Concept of a Latent-Variable Approach Rachel Bernstein, Ashley Smith, Elizabeth Kitt, Elise Cardinale, Anita Harrewijn, Rany Abend, Kalina Michalska, Daniel Pine, and Katharina Kircanski  

Elevated threat appraisal is a postulated neurodevelopmental mechanism of anxiety disorders. However, laboratory-assessed threat appraisals are task-specific and subject to measurement error. We used latent-variable analysis to integrate youths’ self-reported threat appraisals across different experimental tasks; we next examined associations with pediatric anxiety and behavioral- and psychophysiological-task indices. Ninety-two youths ages 8 to 17 (M = 13.07 years, 65% female), including 51 with a primary anxiety disorder and 41 with no Axis I diagnosis, completed up to eight threat-exposure tasks. Anxiety symptoms were assessed using questionnaires and ecological momentary assessment. Appraisals both before and following threat exposures evidenced shared variance across tasks. Derived factor scores for threat appraisal were associated significantly with anxiety symptoms and variably with task indices; findings were comparable with task-specific measures and had several advantages. Results support an overarching construct of threat appraisal linked with pediatric anxiety, providing groundwork for more robust laboratory-based measurement. 

Investigating a Common Structure of Personality Pathology and Attachment Madison Smith and Susan South

Critical theoretical intersections between adult insecure attachment and personality disorders (PDs) suggest that they may overlap, but a lack of empirical analysis to date has limited further interpretation. The current study used a large sample (N = 812) of undergraduates (N = 355) and adults receiving psychological treatment (N = 457) to test whether a joint hierarchical factor structure of personality pathology and insecure attachment is tenable. Results suggested that attachment and PD indicators load together on latent domains of emotional lability, detachment, and vulnerability, but antagonistic, impulsigenic, and psychosis-spectrum factors do not subsume attachment indicators. This solution was relatively consistent across treatment status but varied across gender, potentially suggesting divergent socialization of interpersonal problems. Although further tests are needed, if attachment and PDs prove to be unitary, combining them has exciting potential for providing an etiologic-developmental substrate to the classification of interpersonal dysfunction. 

Does Major Depression Differentially Affect Daily Affect in Adults From Six Middle-Income Countries: China, Ghana, India, Mexico, Russian Federation, and South Africa? Vanessa Panaite and Nathan Cohen

Much of the research on how depression affects daily emotional functioning comes from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) countries. In the current study, we investigated daily positive affect (PA) and negative affect (NA) and PA and NA variability in a cross-cultural sample of adults with a depression diagnosis (N = 2,487) and without a depression diagnosis (N = 31,764) from six middle-income non-WEIRD countries: China, Ghana, India, Mexico, Russian Federation, and South Africa. Across countries, adults with depression relative to adults without depression reported higher average NA and NA variability and lower average PA but higher PA variability. Findings varied between countries. Observations are discussed within the context of new theories and evidence. Implications for current knowledge and for future efforts to grow cross-cultural and non-WEIRD affective science are discussed.

Depressive Symptoms and Their Mechanisms: An Investigation of Long-Term Patterns of Interaction Through a Panel-Network Approach Asle Hoffart, Nora Skjerdingstad, René Freichel, Alessandra Mansueto, Sverre Johnson, Sacha Epskamp, and Omid V. Ebrahimi  

The dynamic interaction between depressive symptoms, mechanisms proposed in the metacognitive-therapy model, and loneliness across a 9-month period was investigated. Four data waves 2 months apart were delivered by a representative population sample of 4,361 participants during the COVID-19 pandemic in Norway. Networks were estimated using the newly developed panel graphical vector-autoregression method. In the temporal network, use of substance to cope with negative feelings or thoughts positively predicted threat monitoring and depressed mood. In turn, threat monitoring positively predicted suicidal ideation. Metacognitive beliefs that thoughts and feelings are dangerous positively predicted anhedonia. Suicidal ideation positively predicted sleep problems and worthlessness. Loneliness was positively predicted by depressed mood. In turn, more loneliness predicted more control of emotions. The findings point at the theory-derived variables, threat monitoring, beliefs that thoughts and feelings are dangerous, and use of substance to cope, as potential targets for intervention to alleviate long-term depressive symptoms. 

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