Knowledge clip

Step-by-step plan

Step 1: From learning objectives to assessment 

Determine whether the chosen form of assessment matches the knowledge and/or skills you aim to measure, as described in your learning objectives.

This method is suitable for assessing conceptual understanding, ability to explain and visualize ideas clearly and digital communication and media skills.

Step 2: Assessment matrix 

Decide whether the knowledge clip assesses learning progress, mastery, or reflection. Define the assessment criteria and determine how they are distributed across the learning objectives. Ensure this distribution aligns with the weighting in your assessment plan. Indicate how many points each criterion is worth. Make sure the cognitive level of each criterion matches the level of the corresponding learning objective, never exceeding it. Lower-level criteria are allowed, as long as they still measure the intended learning outcomes.

Step 3: Create the rubric

Develop a grading rubric that translates assessment criteria into observable performance (e.g., accuracy of content, clarity of explanation, structure, use of visuals, professional delivery). Choose a type that fits the assignment and purpose (e.g., holistic, analytic, single-point).  A clear rubric ensures transparency for students and consistent grading, and can be refined iteratively to align with learning objectives.  

Possible criteria could be accuracy and depth of content, structure and coherence, clarity of explanation, use of visuals, creativity and engagement, technical quality. It is important to determine in advance whether technical skills may influence the assessment. If developing technical skills is part of the learning objectives, then it is obviously logical to assess them. If this is not the case, it is recommended that technical skills not be included in the assessment.

Step 4: Provide clear instructions to students

Write clear instructions to students and define what students have to explain or demonstrate. Give an overview of topics or theme scopes. Determine the audience: peers, general public, professionals, stakeholders, children etc.

Publish rubric, tech specifications and exemplars before students start (State the expected length (e.g., 3–5 minutes) and specify required format (e.g., MP4, narrated slides, screencast, or live-recorded video). Make weighing explicit to avoid students focusing on aspects that are of lesser importance (e.g., visuals vs content).  

Communicate deadlines and submission platform.

Share examples of good knowledge clips (model videos). Provide tips for script writing, structuring arguments, and using visuals. Offer basic media training (how to record with simple tools).

Step 5: Conduct the assessment

Students produce their knowledge clip independently, in duo's, or in groups, depending on setup. Encourage rehearsal and self-review before submission. Collect submissions via a digital platform with clear file-naming rules.

Step 6: Grade (and use the rubric) and provide feedback

Assessors review clips, ideally with at least two assessors for reliability. Use rubric consistently, documenting scores and justifications. Optionally, you can incorporate peer review as formative feedback before final grading.

Highlight both content accuracy and communication aspects. Provide timestamped comments where possible (e.g., “At 1:20 you explain X very clearly”).

Suggest improvements for future video-based communication.

Step 7: Reflect and improve

Collect student feedback on the process (difficulty, workload, clarity). Review whether clips truly measured the intended learning outcomes. Adjust rubric and instructions for the next iteration.