Submitted video, audio or other media

An example of this approach, plus: pros and cons; requirements; resistance to academic misconduct and suggestions for making this approach more robust.


An alternative to written submissions and can promote a more inclusive approach to assessment, and support development of additional skills. Students are required to submit data files containing their video/ audio recordings, and podcasts to provide evidence of achievement of specific learning outcomes. They gather information on a subject and present it in audio or visual form within a specific time duration. The report needs a structured narrative, similar to an essay, but with evidence, analysis and conclusion taking place in an audio/video format.

As a variant, pieces may be collected together in portfolio or blog mode.


  • Likely to be difficult to plagiarise;
  • allows more flexibility and choice than traditional assessment approaches;
  • allows demonstration of creativity;
  • encourages students to focus their argument within a timescale;
  • suitable as either a group or individual assignment.
  • And as formative or summative assessment


  • Students may not at first realise how much work is needed to prepare for, plan and deliver a seemingly informal output like a broadcast and may consequently leave it up to the last minute;
  • students and staff, may need training to use appropriate software;
  • the medium may trump the message; students may focus more on production techniques than on the content;
  • possible technical issues (eg large data files that could difficult to submit electronically);
  • some students may find this assessment method particularly challenging , while others have done it before and find it much easier.
  • ensuring ‘digital equity’: some students will have better access to good quality kit.
  • possible unconscious bias in assessment;
  • ensuring academic rigour;


When using a format new to students, important to require some formative or low-stakes work first

Resistance to academic misconduct – 2/5

Medium. Depending on the task, there may be presentations on the web or otherwise circulating that can be reused or used as a model.

Making it more robust

  • Ask live questions – see Vivas

Further info

Further detail is available from the UCL guide on Designing Effective Online Assessment