Rubric for Creating Video Lessons UCSF TEE Innovations, School of Medicine Christian Burke, Jill Bond, Chantilly
tian Burke, Jill Bond, Chantilly Apollon
Emerging Developing Expert
Learning Objectives Learning objectives are missing. Learning objectives are present but do Learning objectives are communicated
not utilize Bloom’s Taxonomy (or using Bloom’s Taxonomy (or similar verb
Learning objectives are inconsistent similar verb selection) selection)
with course learning objectives.
Learning objectives do not align with A subset of learning objectives are
the organization of video chunks. represented by each video chunk.
Organization and At least one video is longer than 15- Video content is divided into chunks Content is divided into a sequence of
Division of Content 20 minutes but an introduction or conclusion is well-defined, logical chunks that align
( chunking content ) not always included. with learning objectives. Each chunk:
There is a series of videos but it’s
unclear how they are connected. The divisions of content do not follow • is about 10-15 minutes long
logic or thematic organization. • has an introduction and
conclusion
• focuses on achieving the learning
objectives
Educator Presence It’s unclear who the educator is on The educator clearly states who they Educator
the video or their goals are, learning objectives and purpose • Is present visually, not only
through audio
The educator mostly focuses on the Educator doesn’t provide the • introduces themselves in the
content and neglects providing framework for the learner to use the video, goals and expectations
context to the learner. content in the course • guides the learner through the
content and connects chunks
• provides context and framework
for the content
• Incorporates their own personal
style or enthusiasm for the topic
Strong Visuals Doesn’t use many visual aids. Uses a variety of visual aids including Combines images and visuals in effective
photo, text, and drawings, but the ways to show key ideas
The video is primarily voice and text. visual aids do not always support the
The video fails to harness the power learning objectives and may be Actively annotates the content
of illustrating concepts with images or distracting or displayed too quickly for Uses other video or media within their
drawings. the learner. video
Visuals contain extraneous Visuals are focused and clear of
information that distract the viewer distractions.
from the learning objectives.
Uses the Video Only uses voice to tell their ideas Uses background and location to tell Uses active learning strategies to engage
Medium Effectively (when they should be both telling and their ideas but fails to bring in images the learner:
showing) and audio. Relies on one aspect asks the learner questions in the video,
(location or background) suggests pausing the video to think
Doesn’t use location or background to about their answers, write their
help tell their ideas Uses editing to help tell and show the responses
idea
Doesn’t use editing to better tell the Embraces the approach of being a
idea Doesn’t incorporate active learning “guide on the side” within the
strategies into their presentation or limitations of a video platform.
Embraces the approach of being a the strategy is used haphazardly and
“sage on the stage” within the video without a clear purpose. Demonstrates the ability to
platform. communicate through combined visuals,
voice and additional audio effects
Uses all aspects of video to tell and show
the ideas
• Both shows and tells the content
• Uses voice audio effectively
• Incorporates other videos and
media into this video
• Shows procedures and complex
ideas
• Shows locations and places to
illustrate their ideas
• Uses annotations and animations
Technical Quality of Audio is poor quality Has either quality audio or lighting , • Audio is high quality.
Audio & Video but not both. Quality audio is the • Lighting in the video is flattering
Lighting is poor quality (i.e. backlit , highest priority. and at an appropriate level.
too dark, spotlight on shiny objects, • Image quality is good/not
shadows) Background is void of distractions but pixelated
doesn’t enhance or align with the • Background adds to the
Background is distracting and doesn’t content presentation
add to the content • Text and captions can be read on
Some images are pixelated or low any device utilized
resolution.
Accessibility No Captions Has captions but with some errors. Has accurate, thorough captions.
Design approaches would make the Utilizes design to make content Uses colors and design strategies in the
content inaccessible to individuals accessible, but doesn’t meet all of the video that aim to make the content
with disabilities. possible approaches that are available accessible to all people regardless of
within the video environment. disability or other factors.
Hosting and Delivery Video is stand-alone content, not Hosted in platform that allows variable Hosted in a platform that allows for
Platform hosted (could be sent in an email or speed playback, pausing, captions. • Variable Speed Playback
other method). • Pausing the video (to take notes)
Hosted in a system outside the • Skipping around within the video
Video doesn’t allow for variable student’s normal process where • Turning captions on or off
speed playback, pausing, captions. students have to find video • Resizing video or zooming into
areas of the frame
