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How Do I Assess Video Effectiveness​?

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The assessment cycle: plan, create, publish, and assess

Qualities of Video Effectiveness 

There are many elements that go into making an effective video lecture.  We have narrowed these elements down to five major categories to help you conduct a self-assessment of the effectiveness of your video lecture.

Planning and organization: aligns with lesson and course objectives; communicates a clear purpose; provides framing materials
Structure: applies an appropriate structure for content; communicates the outline to students; instructs student on how to engage with materials
Content: aligns with the course's instruction-level; explains the topic and materials; provides illustrative examples
Delivery and Engagement: aligns with professor's teaching style; demonstrates faculty personality; incorporates activities for active learning
Execution: uses an effective video format and visuals; uses an effective length (four minutes); demonstrates clear voice and picture quality

Collecting and Using Feedback

In addition to using this self-assessment technique, you should also collect and use feedback from other sources. 

Peer Review: Ask a trusted colleauge to conduct a peer review on your video and provide feedback. This approach gives you the insights of a subject matter expert on the content and delivery of the information. Faculty Support: faculty support staff are specially trained in issues such as course development and design. they will be able to help with planning and organizaiton and execution elements. Students: give students informal and formal ways of providing feedback during the course and make time to address it during class. Students are uniquely positioned to help with structure and engagement.

Once you have collected the feedback, it's important to think strategically about what suggestions you will use and how you will implement them.  Not all feedback will be worthwhile to use, but for the most part, the feedback you receive will help you to continuously improve your student's learning.  

 

For those suggestions you are going to implement, you will need to think about timing.  For instance, changing direction in the middle of a course might be confusing for students and might exacerbate the issues rather than improve them.  In such cases, you will want to make changes to an upcoming course or to the course the next time it is offered.  On the other hand, if you receive feedback that it is critical to make to a change, it might necessary to do so.  In these cases, you will want to be very clear with students about why a change is being made and how the change will be implemented.  

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