Overview
Video-based assessment offers a flexible and engaging alternative to traditional written assignments. It allows students to demonstrate learning through explanation, demonstration, reflection, and presentation, while also developing communication and digital literacy skills.
When implemented thoughtfully in Moodle—particularly using forums and Kaltura—video assessments can support accessibility, reduce unnecessary barriers, and promote peer learning through discussion and feedback.
This approach works well for:
- Individual or group assignments
- Presentations, demonstrations, or reflections
- Courses that emphasize applied understanding and communication
How video assessment supports UDL 3.0 at Okanagan College
- Engagement: Short, focused videos give learners control over when and how they connect with course content.
- Representation: Combining visuals, narration, and captions offers multiple ways of presenting key ideas.
- Action & Expression: Video submissions provide alternatives to written work while targeting the same outcomes.
Why use video as an alternative assessment?
Video assessment supports several well-established pedagogical principles.
Universal Design for Learning (UDL)
Offering video as an assessment option aligns strongly with Universal Design for Learning (UDL), particularly the principle of providing multiple means of action and expression in UDL Guidelines Version 3.0.
CAST’s Universal Design for Learning Guidelines (Version 3.0) emphasize designing learning experiences that allow learners different ways to demonstrate what they know:
“Learners differ in the ways they navigate a learning environment, approach the learning process, and express what they know. … In reality, there is not one means of action and expression that will be optimal for every learner; options for action and expression are essential.”
— CAST, 2024, UDL Guidelines 3.0, Principle II: Action & Expression
Allowing video submissions gives students an alternative to long-form academic writing, while still meeting the same learning outcomes. This can reduce barriers for students with language, writing, or anxiety-related challenges, without reducing academic rigor.
Social learning and peer observation
Video-based assignments combined with forum discussion draw on Social Learning Theory. Albert Bandura’s work emphasizes that people learn not only by doing, but by observing others.
Drawing on Bandura’s Social Learning Theory, a Universal Design for Learning perspective suggests that learners develop knowledge and skills most efficiently through observation and modeling, rather than relying solely on direct trial-and-error experiences. By providing opportunities to observe others’ actions and outcomes, learning environments can reduce unnecessary risk, cognitive load, and time barriers while supporting the acquisition of complex behaviours in more accessible ways (Bandura, 1971).
When students watch peer-created videos and provide comments, they engage in observational learning—seeing different approaches, interpretations, and strategies that can deepen understanding and reflection.
Recommended setup: Moodle Forum + Kaltura
The simplest and most integrated approach is to pair a Moodle forum with Kaltura video.
How it works for students
- Students create a forum post.
- Using the Kaltura Media button in the forum editor, they can:
- Record video directly (webcam, screen, or slides with voice-over), or
- Upload a pre-recorded video.
- The video is embedded directly in the forum post.
- Other students watch and reply with comments.
This keeps all activity contained within Moodle, avoiding external platforms and privacy concerns.
Creating the video: flexible tool choices
Students do not need a single mandated tool. Instead, they can choose an approach that fits both the assignment and their technical comfort level. This choice is an important part of UDL 3.0, supporting learner agency and different ways of taking action.
All videos can be uploaded or recorded directly through Kaltura in the forum.
For students
You can use these same tools to record presentations, project updates, or demonstrations. Talk with your instructor about whether a video submission could be an option for showing your learning in a way that aligns with UDL 3.0 principles.
Forum configuration tips
Recommended setup:
- Forum type: Standard forum for general use
- Group mode: Separate Groups (for group submissions)
- Structure:
- One initial post per student or group
- Required replies to a set number of peers
Assessment options:
- Forum ratings
- Rubric-based grading
- Completion tracking
Assessment design considerations
To keep the focus on learning rather than technical polish:
- Keep videos short and focused (3–6 minutes).
- Grade content, clarity, and understanding, not production quality.
- Use a rubric that highlights:
- Conceptual understanding
- Structure and explanation
- Peer engagement (if required)
When video assessment works best
Video assessments are particularly effective for:
- Explaining processes or workflows
- Demonstrating skills or techniques
- Reflecting on learning
- Group communication
- Peer feedback activities
They may be less appropriate when formal academic writing is the primary outcome.
Video assessment & UDL 3.0 at Okanagan College
Integrating video into assessment supports Universal Design for Learning (UDL) 3.0 by building flexibility into how learners access content, participate in activities, and demonstrate their learning.
- Multiple means of engagement: Students can pause, rewind, and revisit videos when they need more time or clarification.
- Multiple means of representation: Visuals, narration, and captions provide layered explanations of key concepts.
- Multiple means of action & expression: Video presentations give learners an alternative way to show what they know, beyond written submissions.
Framing video-based assessment in this way helps align courses with OC’s commitment to inclusive, student-centred design.
Key references and further reading
Related tutorials and resources