Grading/assessing video projects

Student produced video projects are categorized as "authentic" learning activities because they take place in the "real world" as opposed to within the classroom where simulations and models are typically used. This can make grading a challenge because the control an instructor usually has over the assignment is lacking. At the same time, the learning that takes place is usually richer because it involves real situations and real problems to analyze and solve.

Assessing student video projects will be easier if the goals and objectives for the assignment are clear, specific, and measurable (see section on Objectives).  

Assessment should include evaluation of the process, not just the product. For example, did the students submit materials on time? Did they work well as a group? Did they make good use of the equipment?

A rubric for assessing projects based on the goals and objectives would be a useful tool to develop for both your use and student use. For more information about creating a rubric, see the Teaching and Learning with Technology Web site (http://tlt.its.psu.edu/suggestions/research/Measure_dev.shtml).

From "Creating and Assessing Video Assignments"

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