Photo of video camera. Photo by Jakob Owens / Unsplash. Used with permission.

Gil Dekel.

How to assess the quality of videos? Here is a checklist and a guide. Download PDF here.

Before choosing a video:

Identify your target audience

  • Defining audiences will inform what design and teaching approach you wish to see delivered in the video you choose.
  • Consider the level of skills and knowledge that learners already have.

 

Identify the type of video – a marketing video, promo video, Panopto recording, instructional tutorial?

  • What is the most appropriate type of video to support your course?

When choosing a video:

Are all copyrights cleared?

  • Is there use of images, registered logos, art-works reproductions and music tracks that need copyright clearance?
  • If the video is licensed under Creative Commons, then check the exact CC license (there are a few) and how you need to credit the source   https://creativecommons.org/

 

Content

  • Is the content relevant, concise and meaningful?
  • Are the benefits explained at the beginning and reinforces at the end?
  • Have the objectives and main goals of the video been fulfilled? Will learners know more after viewing?
  • Is the video practical (does it indicate what to do and also how to do it?)
  • Are there errors in facts or inaccuracies presented?
  • Are complex terms simplified and explained?
  • Is the video overwhelming, covering too much?
  • Is content organised in small manageable parts (‘chunks’)?

 

Audience experience

  • Does the video manage expectations well?
  • Is there a sense of completion?
  • Does the video promote thought and discussion and encourage viewers to apply new knowledge?

 

Design

  • Are viewers directed to pertinent information, or are there excess of words and design elements that are irrelevant and distract from the message.
  • Design elements in each scene flow naturally from the previous scene?
  • Colours supports each other (not clashing with each other)?
  • Perspective: clear sense of distance between elements. Are they too far / too close to each other?
  • Scale/proportion: relative sizes of elements (against each other) lead attention to a focal point?
  • Hierarchy: elements that lead the viewers in order of significance.
  • No advertisements laid over the video.
  • No external links (that are not relevant and which we cannot control).

 

Frame composition

  • Are images cut off the frame and hard to see?
  • Are there redundant frames that work as decoration, and do not convey meaningful information?
  • Consistent shots, or natural transits from one shot to the other.
  • Frame balance: equilibrium between elements in the frame (symmetrical/asymmetrical/radial).
  • Frame aspect ratio (recommend 16:9, not 4:3).

 

Lighting

  • Are frames lit well? Can viewers see the content clearly?
  • Are there unnecessary shaded area resulting from bad lighting?

 

Audio

  • Is there excess use of irrelevant words, gaps, or utterances such as ‘um…’, ‘hmm…’, ‘ahh…’, ‘err…’
  • Does the audio support the visuals and vice versa – or do they ‘compete’ on attention?
  • Is the sound clear, or is there ‘back-noise’, hiss, clicks or other sounds that distracts from the main subject?
  • Are there sync issues, such as someone talking but the voice comes a few seconds after we see them speak?
  • Is the volume level adjusted (not too loud; not too quiet?)

 

Tone of voice (of speaker/narrator)

    • Clear, objective, credible, with authority (established speaker), and engaging?
    • Speaks directly to viewer (not speaking ‘at’ views)?

 

By Gil Dekel. 9 July 2016.
Photo of video camera © Jakob Owens/Unsplash. Used with permission.

Creative Commons Licence
Video Quality Assessment – a checklist (and guidelines) by Dr. Gil Dekel is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

References:

Angel, Eduardo. (2014) Cinematic Composition for Video Productions. Accessed 8 July 2016, from: http://www.lynda.com/Video-Filmmaking-tutorials/Welcome/189404/367706-4.html‎

Dekel, Gil. (2012 [2014]) Streaming Knowledge / Words into Objects: a research method.  Accessed 8 July 2016, from: http://www.poeticmind.co.uk/research/ideas-into-practice-words-into-objects-research-method-art/

Dekel, Gil. (2014) Dr. Dekel’s 10 most important rules for Graphic Designers. Accessed 8 July 2016, from: http://www.poeticmind.co.uk/research/dr-dekel-10-most-important-rules-graphic-designers/

Dekel, Gil. (2015) How to run an effective webinar. Accessed 8 July 2016, from: http://www.poeticmind.co.uk/business/how-to-run-effective-webinar/‎

Dekel, Gil. (2016) 8 learning strategies that promote understanding: Interpretive Learning. Accessed 8 July 2016, from: http://www.designtoolbox.co.uk/strategies/8-learning-strategies-that-promote-understanding-interpretive-learning/

Humber The Centre for Teaching & Learning (n.d.) Content Building Checklist for Instructional Videos. Accessed 8 July 2016, from: http://www.humber.ca/centreforteachingandlearning/media-studio/resources/content-building-checklist-for-instructional-videos.html

Humber The Centre for Teaching & Learning (n.d.) Content Building Checklist for Instructional Videos [PDF file]. Accessed 8 July 2016, from: http://www.humber.ca/centreforteachingandlearning/assets/files/MediaStudio/PDFs/Instructional%20Video%20Quality%20Assessment.pdf

New York Film Academy. (2015) The Zero-Budget Filmmaker’s Checklist. Accessed 8 July 2016, from: https://www.nyfa.edu/student-resources/zero-budget-filmmakers-checklist/

Rimmer, Trina. (n.d.) 10 Tips for Becoming a Better Designer. Accessed 8 July 2016, from: https://community.articulate.com/articles/10-tips-for-becoming-a-better-designer

Wikipedia contributors. (2016) Visual design elements and principles. Accessed 8 July 2016, from: https://en.wikipedia.org/wiki/Design_elements_and_principles