science video presentation rubric

Videoconferencing Rubric

Animoto Blog

• Video Marketing
• Video Ideas
• News & Features

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 .

• Marketing video
• How-to video
• Slideshow video
• Social media
• Promo video
• Birthday video
• Intro / Outro videos
• Explainer video
• Email marketing
• Training video
• Internal communications video
• Presentation video
• Photography
• Real Estate
• Marketing Agency
• HR / People Ops
• Video commenting tool
• Screen recorder
• Photo video maker
• Music library
• Online video editor
• Video trimming
• Stock library
• Privacy policy
• Terms of use
• Animoto Tutorials

© 2024 Animoto Inc. All Rights Reserved.

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Spring 2024)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Single-Point Rubric

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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.

• help_outline help

iRubric: Science Demonstration Rubric

• Presentation

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Science presentation rubrics

Resource type.

Habitat / Ecosystem Poster Science Presentation Rubric (2-LS4-1) NGSS-

Rubrics ! ELA, Science , Presentations

STEM/ Science Fair Project - Teacher and Student Resources

Science Oral Presentation Rubric

Media Text Presentation Assignment with rubric - ELA, Social Science + more!

Science Class Student Presentation Rubrics !- BUNDLE

Biome Ecosystem Research Project for Google Slides | Science Activity

Public Speaking | Activities Speeches Games Slides Lessons Rubrics Projects

Presentation Rubric - EDITABLE

Famous Chef Activities for Culinary Arts - Prostart, Family and Consumer Science

Family Studies Presentation Bundle - HIF2O Family Studies Presentations

Famous Chef Project for Family and Consumer Science and Culinary Arts, FACS

Habitat / Ecosystem Research Project Diorama Rubric (2-LS4-1)(NGSS- Science )

Student Presentation Rubric - EDITABLE

Visual Presentation Rubric (Google Docs or Google Slides)

Reader's Theatre Rubrics : Assessing Oral Fluency and Presentations

Forensics Science Serial Killer Research Project

Habitat / Ecosystem Research Project-NGSS-(2-LS4-1) (Life Science STEM Activity)

Genetic and Environmental Factors & Growth - Science Notes & More NGSSMS-LS1-5

Health Care Career Research & PowerPoint Presentation Project /w Rubric & SignUp

Forensics Science Criminal Profiling Project

Full Suture Unit - Vet Science

Oral Presentation Rubric for Any Subject

Students Teach the Class Rubric Requirements and Graphic Organizer

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Students' Perceptions on the Implementation of Recorded Oral Presentation

• Kamilah Zainuddin General Studies Department, Politeknik Kota Bharu KM 24 Jalan Pangkal Kalong, 16450, Kota Bharu, Kelantan, Malaysia
• Che’ Fadhilah Che’ Lah General Studies Department, Politeknik Kota Bharu KM 24 Jalan Pangkal Kalong, 16450, Kota Bharu, Kelantan, Malaysia

Nowadays, lecturers are integrating numerous technologies in their classrooms due to the Covid-19 outbreak. Hence, it has allowed the widespread use of recorded videos in English classrooms. Thus, this study has been conducted to find out the students’ perceptions on the implementation of oral presentation through recorded video. 164 semester 1 Diploma students of Politeknik Kota Bharu were selected as respondents. The questionnaires were devised to collect data and tested for reliability with the result of Cronbach’s Alpha=0.896. The findings show the Recorded Oral Presentation helps to increase students’ confidence and eventually improves their speaking skills.

Aryadoust, V. (2015, August). Self- and Peer Assessments of Oral Presentations by First-Year University Students. Educational Assessment, 20(3), 199-225. http://dx.doi.org/10.1080/10627197.2015.1061989 .

Barron, B., et al. (1998). Doing with understanding: Lessons from Research on the Problem and Project-Based Learning. Journal of the Learning Sciences, 7 (3/4), 271–311.

Botella, C., Hofmann, S. G., & Moscovitch, D. A. (2004, June 3). A Self-Applied, Internet-Based Intervention for Fear of Public Speaking. Journal of Clinical Psychology, 60(8), 821-830. https://doi.org/10.1002/jclp.2004 .

Curtis, D. B., Winsor, J. L., & Stephens, R. D. (1989 ). National Preferences in Business and Communication Education. Communication Education, 38(1), 614. https://doi.org/10.1080/03634528909378736 .

Ekalestari, S., Azmi, M. N. L., & Putri, F. (2018). The Perception of Learning English By Undergraduate Students. KnE Social Sciences, 3(4), 891. https://doi.org/10.18502/kss.v3i4.1995 .

Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011, March). Video Feedback in Education and Training: Putting Learning in the Picture. Educational Psychology Review, 23(1), 45-63. https://doi.org/10.1007/s10648-010-9144-5 .

Guo, X. R. (2013). The Use of Video Recordings as an Effective Tool to Improve Presentation Skills. Review of Polyglossia, 24, 92-101.

Hamilton, E. R. (2012). Video as a Metaphorical Eye: Images of Positionality, Pedagogy, and Practice. College Teaching, 60(1), 10-16. https://doi.org/10.1080/87567555.2011.604803 .

Huang, H. (2015). The Effects of Video Projects on EFL Learners ’ Language Learning and Motivation : An Evaluative Study. International Journal of Computer Assisted Language Learning and Teaching, 5 (March), 53–70. https://doi.org/10.4018/IJCALLT.2015010104 .

Hung, C., Hwang, G., & Huang, I. (2012). A Project-Based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence, and Learning Achievement. Journal of Educational Technology & Society, 15 (4), 368–379.

Koc, Mustafa. (2011). Let's Make a Movie: Investigating Pre-Service Teachers' Reflections on Using Video-Recorded Role-Playing Cases In Turkey. Teaching and Teacher Education, 27 (1), pp. 95-106.

Kumar, R. (2010). Perception. [Online]. Retrieved from http://www.scribd.com/doc/25022575/The-Concept-of-Perception#scribd .

Maes, J. D., Weldy, T. G., & Icenogle, M. L. (1997, January). A Managerial Perspective: Oral Communications Competency Is Most Important for Business Students in the Workplace. Journal of Business Communication, 34(1), 67-80. https://doi.org/10.1177%2F002194369703400104 .

Maria Asuncion Rojas Encalada. (2018). Perceptions about Self-recording Videos to Develop EFL Speaking Skills in Two Ecuadorian Universities. Universidad Técnica de Machala, Machala, Ecuado.

McNulty, A., & Lazarevic, B. (2012). Best Practices in Using Video Technology to Promote Second Language Acquisition. Teaching English with Technology, 12(3), 49-6.

Murphy, K., & Barry, S. (2016). Feed-Forward: Students Gaining More from Assessment Via Deeper Engagement in Video-Recorded Presentations. Assessment & Evaluation in Higher Education, 41(2), 213-227. https://doi.org/10.1080/02602938.2014.996206 .

Mofareh AlQahtani.2015. The Importance of Vocabulary in Language Learning and how to be Taught. International Journal of Teaching and Education, Vol. III, No. 3 / 2015 DOI: 10.20472/TE.2015.3.3.002.

Nikolic, S., Stirling, D., & Ros, M. (2018). Formative Assessment to Develop Oral Communication Competency Using Youtube: Self and Peer Assessment in Engineering. European Journal of Engineering Education, 43(4), 538-551. https://doi.org/10.1080/03043797.2017.1298569 .

Norazrina Ag-Ahmad. (2017). Open and Distance Learning (ODL): Preferences, Issues and Challenges Amidst Covid-19 Pandemic. Universiti Teknologi MARA Cawangan Sabah, Kampus Kota Kinabalu, Sabah, Malaysia. Journal of Creative Practices in Language Learning and Teaching (CPLT), Volume 8, Number 2, 2020.

Nursanti, Y. (2016). Students’ Perception of Teacher’s Bilingual Language Use in an English Classroom. Journal of English and Education, 4(1), 159–176.

Passey, D. (2006). Technology Enhancing Learning: Analyzing Uses of Information and Communications Technologies by Primary and Secondary Schools Pupils with Learning Frameworks. The Curriculum Journal, 17, no 2:139-166.

Paul, S., Dawson, K. P., Lanphear, J. H., & Cheema, M. Y. (1998, January 4). Video Recording Feedback: A Feasible and Effective Approach to Teaching History ‐ Taking and Physical Examination Skills in Undergraduate Paediatric Medicine. Medical Education, 32(3), 332-336. https://doi.org/10.1046/j.1365-2923.1998.00197 .

Ritchie, S. M. (2016, June 22). Self-Assessment of Video-Recorded Presentations: Does It Improve Skills?. Active Learning in Higher Education, 17(3), 207-221. https://doi.org/10.1177%2F1469787416654807 .

Rukmini, D.& Saputri, L.A. (2017). The Authentic Assessment to Measure Students' English productive Skills Based on the 2013 Curriculum. Indonesian Journal of Applied Linguistics, 7 (2), pp. 263-273.

Shrosbree, M. (2008). Digital Video in the Language Classroom. The Jalt Call Journal, 4 (1), pp. 75-84.

Sumardi,(2020). Digital Video Project: An Authentic Assessment to Assess Students’ Speaking Skills. Universitas Sebelas Maret.

How to Cite

• Endnote/Zotero/Mendeley (RIS)

Copyright (c) 2024 Kamilah Zainuddin, Che’ Fadhilah Che’ Lah

This work is licensed under a Creative Commons Attribution 4.0 International License .

Current Issue

Information.

• For Readers
• For Authors
• For Librarians

EXTERNAL LINKS: