In a Popcorn Assessment, students create a short, pre-recorded video (e.g., exactly 10 minutes) in which they present their final project, design, or product. All videos are shared a few days before the assessment (on Canvas or private YouTube channel) so teachers and peers can watch them independently (“with popcorn”) (and provide feedback). During the final meeting, no presentations are delivered. Instead, the group engages in focused, in-depth discussion, allowing time for real questions, deeper exploration, and meaningful reflection.
- Purpose of assessment
- Application | Collaboration | Creation | Evaluation | Knowledge reproduction | Reflection | Skills | Understanding
- Mode of assessment
- Digital | Oral | Presentation
- Assessment environment
- Non-secure setting | Off-site assessment | On campus | Remote | Secure setting
- Group size
- Small | Medium | Large
- Assessment duration
- Long
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. Decide what the video must show: understanding of theory, design rationale, process reflection, iteration, and final product quality or something else.
This method of assessment is suitable to assess show understanding of underlying theory, their ability to present and respond to questions and critical thinking skills.
Step 2: Assessment matrix
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. 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. Think about how individual contributions and team performance will be evaluated
Please think critically what you want to assess and how: do you only want to assess and grade the presentation or will the live session be part of the grade as well. If the intended outcomes include deeper understanding, critical reasoning, or the ability to argue or defend choices, then the live session is highly relevant.
Possible (grading)criteria are presentation structure, content accuracy, theoretical justification, reflection, design process, communication, critical reasoning, ownership.
Step 4: Write the instructions
Write clear instructions to students and define what students must show in their presentation. Define required content: problem, design, iterations, testing, theoretical justification, and reflection. Also define the expected audience students need to present for.
Specify video length, clarify technical requirements (format, audio, visual quality), upload location (Canvas or private YouTube channel) and the deadline.
Students have to record and edit the presentation, ensuring clarity, conciseness, and focus. All non-essential material should be removed (intro fumbling, setting up slides, etc.).
Step 5: Upload and pre-viewing (popcorn phase)
Students upload their videos to a closed channel.
Teachers and students watch the videos before the final session. Please note that you can work in smaller groups with timeslots.
Make sure everyone, students and you, prepare questions to ask during the final session to have a deep conversation about the presentation.
Step 6: Live assessment session
Each student/group of students engages in a structured dialogue based on the video: deep questions, reflection, theory links, challenges, and clarifications. In the live session, each student/group discusses their video and answers in-depth questions about their choices, theory, and process. This dialogue is used to probe deeper understanding, verify authorship, and (if applicable) forms part of the final grade.
Step 7: Grade and provide feedback
Grade using the rubric and give targeted feedback.
Organize calibration sessions in case of multiple assessors.
Step 8: Evaluation of the method
Reflect on the assessment method as teacher: did the Popcorn assessment demonstrate the learning objectives? Were criteria clear enough? Consider saving anonymized best examples (with permission) to use as future exemplars. Adjust instructions or rubric if needed.
When to use this method?
- If presentations take too much time or cause rushed judgement.
- If you want students to present calmly and professionally, without nerves or technical problems.
- If you want to create space for substantive dialogue rather than performative presentations.
- If you want a more equitable presentation format (everyone gets exactly the same presentation length and conditions).
Engagement with (Gen)AI
- Be explicit to what extent students are allowed to use GenAI. Students must declare usage (if allowed) and always remain responsible for their own work.
Inclusivity
- Allow alternative formats for students with accessibility needs (for example a live session with only a small group of students or a live session held online).
- Encourage captions or transcripts for videos.
- To help reduce performance anxiety, keep the option of pre-recorded presentations normalised and available in other assessment.
Popcorn + reflective add-on: students submit a short written reflection explaining choices made during recording and editing.
