| Assessment Item | Unsatisfactory | Satisfactory | Excellent |
| 0 | 1 | 2 | |
| Audio Feedback | Distorted audio rendering the feedback not possible to understand. Dominant background noises overlapping audio. |
Audio was provided with sufficient quality to understand the instructor. The descriptions provided were sufficient to understand what is being played and how to play it. Limited background noise |
Audio was clear with impeccable sound with no background noises were present. The descriptions were clearly stated and well-coordinated with the playing of the instrument. Emphasis on enunciation was placed throughout the explanations. Learner level was considered with an adjusted tempo. |
| Video Presentation | The instrument was not clearly visible in terms of the strumming hand or fret marking hand. The video was too far from the instrument showing the entire instructor and instrument. Low resolution pixilated video. |
The video focused on the instrument and not on the head or legs of the instructor. From the video the position of the strings and frets marked could be distinguished. Clear video with no signs of pixels showing. |
The video demonstrated the full instrument from the head to the bottom of the body. The video shot was straight at the instrument with no angles. The marking of the frets were clearly visible without any doubt as to what strings were being marked. VGA 4:3 video format or above used. |
| Video’s Audio Feedback | No audio feedback supporting the video | Audio was provided with sufficient quality to understand the instructor. The descriptions provided were sufficient to understand what is being played and how to play it. |
Audio was clear with impeccable sound with no background noises were present. The descriptions were clearly stated and well-coordinated with the playing of the instrument. Emphasis on enunciation was placed throughout the explanations. Learner level was considered with an adjusted tempo. |
| Video Feedback | Strumming and marking is not possible to identify. High tempo with no adjustment to learner level. Unsynchronized and out of context with audio or oral feedback. |
Strumming and marking is possible to identify. A tempo chosen to adjust to the learner is used. Feedback is complementary to the audio and oral feedback with some overlapping between the two demonstrations. |
Strumming and marking identifiable with no possible misunderstandings due to impeccable finger positioning. Tempo was adjusted to demonstrate real-time playing and student level playing for identification of progression goals. Feedback is perfectly synchronized with audio. No overlapping takes place with perfect harmonization between audio and demonstrative feedback. |
| Organization of feedback in progress folder | Randomly submitted assignment Submission name random with no way of identifying it as the feedback file. |
Submission of feedback is provided within the indicated student progress folder Submission is named with a distinguishable name. |
Submission of feedback is provided within the indicated student progress folder and correct subfolder Submission is named with the exact same name as the student assessment file, with the suffix Revised and the submission date. Comment posted to student feedback indicating that the assignment has been revised. |
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