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April 4, 2025

Using Interactive Video Rubrics to Support Student Success

For the past 4 years, I have been using video rubrics as a means of supporting student success in my Special Education Techniques (SET) courses at Vanier College. These interactive videos allow me to thoroughly explain assignment instructions and marking rubrics in detail while prompting students with questions to enhance their understanding of the assessments, increasing their ability to effectively edit them before handing them in.

The problem with traditional written rubrics    

Two of our 1st-year Clinical Observation courses in the SET program prepare students for the observation reports that they will need to submit during their internships (stages). Writing these reports, students often need to switch between writing styles within a single report.

For example, during stages students have to complete reports on significant client behaviour that require shifts in tone and language as they:

  • report background information
  • objectively describe behaviour
  • analyze possible reasons the behaviour happened
  • design an action plan

Another report example is writing a thorough profile of a client’s history and current functioning, which requires similar stylistic juggling. There are over 20 sections to this, each with unique requirements. It’s a lot to manage, and understandably, students often struggle to meet the expectations.

While grading these assignments, I found myself repeatedly bumping into the same issues despite having provided a detailed and thorough written rubric. There were common, avoidable errors that made me increasingly frustrated. Students often excelled in 1 section while struggling significantly in others, leading to inconsistent performance across their reports. I knew these recurring mistakes could be easily fixed with better guidance.

At one point, I realized I needed to change my approach. If I wanted to see improvement, I had to find a better way to help students understand what was expected of them. I needed something more interactive and engaging than the traditional written rubric.

I started wondering: What if I could explain the instructions and the marking criteria directly to my students in a way that felt personal and clear while also anticipating their questions?

Four questions to guide pedagogical change 

A few years ago, I was inspired by the book How to Be Perfect by Michael Schur, in which he posed 4 key questions for personal growth. I adopted these questions to guide the pedagogical change I wanted to make:

  • What are we doing?
  • Why are we doing it?
  • Is there something better we could do?
  • Why is it better?

1. What are we doing? 

In my program, teachers assign comprehensive reports, and we rely on detailed rubrics to clarify expectations. Comprehensive and well-designed rubrics are a fundamental pedagogical tool for students. They help:

  • clarify and communicate teacher expectations
  • clearly indicate what is required for full marks in each section
  • minimize surprises across the different areas of the assessment

2. Why are we doing it?  

The goal of using rubrics is to support student success by setting clear standards. However, the rubrics we used were “static.” While thorough, these paper-based rubrics often fell short for several reasons.

First, rubrics were typically shared weeks before students completed assignments. While I always provided detailed explanations of the rubric during class, the gap between this discussion and submission often led to nuances being missed. Instructions given verbally or visually often resonate differently than those that are read by the students when they are alone.

Second, students juggle multiple assignments, often working outside class hours or with limited time to review the rubric thoroughly. This sometimes resulted in rushed work and overlooked details—less proofreading, editing, or double-checking.

Finally, traditional rubrics were rarely used proactively. They became tools for explaining grades after the fact rather than guiding students to improve their performance beforehand. Instead of empowering students to aim for better outcomes, they often functioned as a post-mortem on what went wrong.

3. Is there something better we could do?  

After recognizing the limitations of static rubrics, I explored alternative strategies for students to engage with rubrics more dynamically. I gave students time in class, sometimes individually and other times in pairs, to do a “pencil edit” on their printed assignments after reviewing the rubric.

When the pandemic hit and we shifted to online teaching, these methods became impractical. A Performa course I was taking at that time challenged me to find a tool that would work well in an online environment. It led me to think about how technology could enhance my teaching, and that’s when the idea of video rubrics emerged.

What are video rubrics? 

A video rubric is an interactive video designed to support students in understanding assessment expectations while giving them an opportunity to engage directly with the rubric itself. Unlike traditional paper-based rubrics, video rubrics offer a dynamic and personalized approach to guiding students through assignment expectations. They feature a video recording of the teacher explaining:

  • the assessment instructions
  • the structure
  • the rubric itself
  • the marking breakdown

The video is interactive, enabling students to actively participate by answering various questions (multiple choice, true/false, and open-ended) as they review the rubric.

Due to the incorporation of these questions, students are encouraged to reflect on their own work while reviewing and editing their assignments. This interactive component helps students internalize the explanations the necessary revisions before submitting their assignments.

A screenshot of a video rubric. It shows a Word document titled "Observation Report – Incident Analysis", which includes fields for a SET student's name, date submitted, and details about the observation. In the top right-hand corner, a small video features a male teacher. He is explaining the rubric. A quiz-style interface displays a multiple-choice question on the left-hand side. It reads: “For Place, Date and Time of Observation, read your sentence and check all that apply (check all that apply / It follows the same structure as the sentence in the video / The place has a fake name / The date is written (month and day) / You provided a start and end time reflective of the actual length of the incident / SUBMIT”

Screenshot of a video rubric using PlayPosit, featuring the teacher in a small window explaining the rubric for the Incident Analysis report while a question appears on the left-hand side.

For instance, in the video rubric for the Incident Analysis report, I walk students through the assessment and rubric by guiding them on how to structure their report, asking them questions such as:

  • Do you have a pseudonym for the agency/organization and a specific location within?
  • Do you have all demographic details accounted for, such as age, gender, and roles?
  • etc.

As students progress through the video, I encourage them to check their reports against these requirements and make any necessary revisions. The video format not only allows me to provide clear, real-time guidance, but it also enables students to engage actively with the rubric by answering the questions as they go.

In my courses, completing the video rubric is a necessary step before I grade the assignment. The pressure to engage with the rubric helps ensure students take the time to carefully review their work. If a student doesn’t complete the video rubric, I ask them to revisit it before I proceed with grading.

Would you like to see a video rubric in action? Watch this video, where I walk you through an example to demonstrate how it works.

Video rubric sample

4. Why is it better?

Over the course of 4 semesters, I asked students to give feedback on the effectiveness of video rubrics as a pedagogical tool. The comments I received were consistent across semesters and were overwhelmingly positive. Here are some key takeaways from the students’ feedback.

Academic support

Many students reported that video rubrics became a valuable academic resource, offering them accessible, personal input. They provided guidance similar to 1-on-1 help without having to schedule a meeting. Students found it especially useful for staying on track with assignments and reviewing key concepts outside class.

I don’t remember everything that I learn in class if I don’t write it but there is so much to write down in this class, and the video rubric is the perfect tool to refresh our minds.

— A student (Winter 2024)

Decrease in stress and anxiety

The positive impact of video rubrics on decreasing students’ stress levels was a pleasant surprise. Many reported feeling more confident and less anxious about their work, especially those who were hesitant to ask questions in class. The video format provided a low-pressure way to engage with the rubric, much like virtual office hours, allowing students to obtain guidance at their own pace. This accessibility helped create a more supportive learning environment for all students.

It’s nice because I don’t usually ask for help but the video helps with some questions I have.

—A student (Winter 2023)

In addition, since I’ve implemented video rubrics, I’ve noticed a reduction in the number of late-night MIOs from students. As the content is easily accessible and students can engage with it whenever they need, there’s less of a last-minute rush for clarification or assistance.

Creating your own video rubric

If you wish to implement video rubrics in your classroom, keep in mind that, like any new tool, there can be a learning curve for both teachers and students. However, once students become comfortable with them, the process goes smoothly.

Best practices for video rubrics 

  • Keep it “evergreen”: Avoid mentioning specific dates, weather, or cultural events that might make the rubric feel outdated the following semester. Keeping it timeless makes it easier to reuse.
  • Include personality and humour: Students are more engaged when the video feels natural. A bit of humour or a personal touch (such as acknowledging my Movember moustache!) can make the experience more enjoyable. It keeps things light while staying focused.
  • Make yourself visible: Research shows students engage better when they see the teacher’s face. I usually record in an empty Zoom meeting, so I’m in the corner of the screen, which makes the experience feel more like a 1-on-1 moment.
  • Acknowledge students’ struggles: Instead of just listing corrections, the video should recognize student challenges and provide encouragement. This approach makes the guidance more useful and less like a formal lecture.

The key is to experiment with different software options and find what works best for your teaching style and students’ needs. I recommend 3 excellent options:

  • PlayPosit
  • Edpuzzle
  • H5P (via Moodle)

They are all free or offer a free version that can support interactive videos for assessments. Below, I provide a breakdown of their key features to help you choose the right tool for your classes.

PlayPosit 

PlayPosit by WeVideo allows you to upload (paid version) or link a video (free version) and then add interactive elements such as multiple-choice questions, polls, open-ended responses, and annotations.

Students don’t need to create accounts. If you disable the “require student login” option, they enter their name, allowing you to track progress. You can also enable an anonymous mode where responses are recorded without names.

If your institution uses Moodle, it is possible to integrate PlayPosit directly into the platform. However, you might need assistance from your Moodle administrator to set it up.

The free version has limitations, such as a limited number of bulbs (videos) and bulb attempts (clicks) per month, but it still proves very effective.

I have mostly been using the PlayPosit software to create my video rubrics, and based on my experience, here is the best way to achieve optimal results with the free version:

  • record your video using an empty Zoom or Teams meeting
  • upload it to YouTube or Vimeo
  • link it to PlayPosit
  • add interactive questions
  • publish the video
  • share the link with your class

Edpuzzle 

Edpuzzle allows you to upload videos, but it does not support direct links from YouTube or Vimeo. You can add multiple-choice and open-ended questions to check student understanding. The platform automatically grades multiple-choice questions, which can be useful for quiz-style video assessments but may be confusing for non-graded activities.

Unlike PlayPosit, Edpuzzle requires students to create an account. However, it integrates well with learning management systems and provides valuable analytics on student engagement.

While the free version has some limitations, Edpuzzle remains a user-friendly and effective tool for video-based learning, depending on your needs and objectives.

H5P 

H5P is a free interactive content creation tool integrated into Moodle, allowing you to upload video files or paste links directly. It is easy to add various question types (multiple-choice, true or false, fill-in-the-blank, drag-and-drop, etc.). However, H5P does not support open-ended questions, which may limit opportunities for deeper discussions, depending on your needs.

Since H5P is built into Moodle, it allows you to keep all your activities in one place, making it a convenient choice for Moodle users. Once published, everything is available directly on your Moodle page.

It’s also important to note that you have to select the option to pause the video when adding questions. Without this, the video will continue playing, and students might miss the icon indicating there is a question. Be sure to remind students to save their work at the end, as failing to do so will result in losing all their responses. Students must watch the entire video and click ‘Submit’ to save their responses.

In brief, H5P is a great option, especially if you are already using Moodle.

What’s next?  

I’m excited to share the news that Vanier College has recently secured an Entente Canada-Quebec (ECQ) grant to expand the use of video rubrics beyond the Special Education Techniques program. This semester (Winter 2025), in collaboration with other departments, we are developing discipline-specific video rubrics for English, Biology, and Chemistry, with full implementation planned for Fall 2025.

As part of this initiative, we will examine both teachers’ perspectives and students’ experiences, focusing on how video rubrics support student success, reduce stress, and increase overall engagement. We also wish to explore teachers’ observations as these tools are introduced into their classes.

Feel free to share your thoughts or ask questions in the comments below—I’d love to hear how video rubrics could fit into your own teaching practices!

About the author

Tim Campbell

Tim Campbell has been teaching in the Special Education Techniques (formerly Special Care Counselling) program at Vanier College since 2014 and has been teaching in the English sector of the Université de Sherbrooke’s Performa Master Teacher Program since 2022. After receiving a master’s degree in Educational Psychology from McGill University, he worked as a pedagogical counsellor at Vanier College and as an accessibility advisor at McGill University. Tim’s pedagogical and research interests include instructional strategies for active learning, inclusive pedagogy, and most recently, the impact of video rubrics on student learning.

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Tanya Plaitis Litschauer
Tanya Plaitis Litschauer
11 April 2025 8h45

Great idea! And it fits perfectly with the PED602 Performa course I’m presently completing. Thanks for the suggestion!