With the large number of video production tools available today, it is increasingly easy to get students to create short videos that demonstrate learning points.

Examples

A student created video about the history of public health in Britain

Diagnosis Wenckebach video created by a group of 2nd year med students at U of Alberta.

Assessment

Here is a rubric from the University of Wisconsin that could be used to evaluate student created video

This rubric may also be used for self-assessment and peer feedback. The project grade will be based upon the following evaluation scale:
A - Exemplary: 30-36 points
B - Proficient: 13-30 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 13 points

ACTIVITY	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Use of Resources During Research and Note Taking	12 points Note cards indicate group members developed research questions, accurately recorded and interpreted sources of information and graphics, and identified relevant pro and con arguments. Sources of information are properly cited using MLA citations and enable the audience to determine the credibility and authority of the information presented.	8 points Note cards show group members recorded research questions, relevant information from multiple sources of information and evaluated alternative points of view. All sources of information are clearly identified and credited using MLA citations throughout the project.	4 points Note cards show group members misinterpreted statements, graphics and questions and failed to identify relevant counter-arguments. Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information.	0 points Note cards show group members recorded information from four or less resources, and ignored alternative points of view. There is no way to check validity of information.
Content/Organization	18 points The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to understanding the project's main idea. The project includes motivating questions and advanced organizers that provide the audience with a sense of the presentation's main idea. Events and messages are presented in a logical order. Includes properly cited sources.	12 points Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's main idea. Details are logical and persuasive information is effectively used. The content includes a clear point of view with a progression of ideas and supporting information. Includes properly cited sources.	6 points The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea. Includes few citations and few facts.	0 points The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. No citations are included.
Introduction	6 points The introduction is compelling and provides motivating content that hooks the viewer from the beginning of the video and keeps the audience's attention.	4 points The introduction is clear and coherent and evokes interest in the topic and response from listeners.	2 points The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience

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