judging criteria for video presentation

How to Evaluate Learning Videos with a Rubric

by Christopher Karel

Evaluating learning videos is easy with a rubric. Reflecting upon effectiveness is also easier if you use the same tool to measure all of your videos. Therefore, I offer you a method to evaluate learning videos using a rubric that will help you improve the KSB (Knowledge, Skills, and Behaviors) of your learners.

FYI: I’m on a mission to help people make and use video for learning purposes. If you are making a learning video for yourself or for a client, then you are managing numerous moving parts. By always beginning with the end in mind (guided by a rubric), you will be on your way to creating video content that will boost the KSB of your learners. If you are managing a team and need to evaluate your video content, then using a rubric will help your entire team align their feedback around a common goal.

Let’s get to it!

The main purpose of rubrics is to assess performance. -ASCD

Using a rubric will help you set a consistent standard for your learning video content. By evaluating content the same way for every project, you will be efficient and objective – every time. Below, I offer an annotated path to evaluate learning videos with a rubric. Each section of the rubric is captured in a screenshot followed by a brief explanation and several questions you can ask yourself to aid in completing the said section. Download the rubric and use it with your existing content or on your new videos. Then, let me know how it goes. Feel free to modify the rubric to suit your needs and attribute the original rubric to Learning Carton.

The purpose is the first thing you want to identify in each video you evaluate. Ask yourself these questions and then circle the appropriate word.

• Knowledge : Is the video designed to create awareness on a topic? Examples: teach product knowledge, explain a process, share information about a topic
• Skills : Is the video designed to demonstrate a skill or show someone how to act (behavior modeling)?
• Behavior : Is the video designed to change the learner’s behavior by requiring the viewer to make informed decisions?

The purpose of the video should be clear and concise. Can you easily state the purpose in a single sentence?

Type of Video

Next, you should circle the type of video. What type of learning video is it? Check out The 6 Types of Video for Learning if you need a further explanation of the types. If you feel the video is not one of these six types, then it may not be a learning video at all.

As you start to deep dive into evaluating the learning video look for these seven categories. Read this section carefully before you watch the video and have the rubric on paper or a nearby screen as you watch. Your goal is to openly and honestly rank the video by answering these questions:

• Are facts and information up to date? Is it organized and clearly delivered?
• Does the video present value by offering information designed for the learning audience?
• Are the learning objectives clearly stated or easily accessible?
• Is the content free from bias?
• Is there a call to action that implores the learner to do something to extend their learning?
• Is there a story structure to the content? Beginning-middle-end.
• Is it clear how the video is meant to be shared with the audience?

Now it’s time to evaluate the video’s visual merits. This is the last thing you should evaluate; thus, this is the reason it is at the end of the rubric. Training and learning video is not made with Hollywood budgets. It’s not necessary! You can learn how to do something from a video someone made in their house using their cellphone! Learning video should adhere to professional skills in production, but it is not as important as the content and purpose. That being said, rank your video’s technical score with these questions:

• How is the overall look of the video? Is it pleasing to the eye?
• Is it easy to understand the audio? Is the volume consistent? Is the audio free from imperfections?
• Are the visuals composed nicely so that the program is engaging to look at for a long period of time?
• Does lighting enhance or distract from the subject in the video?
• Are there too many effects? Are graphics used to support the message?
• Is the video the same size throughout or do you see black bars and boxes on the sides or top?
• Is the video quality sharp?

Total Score

The total score is not a pass/fail or letter grade. Please don’t view your score as high praise or crippling criticism. Instead, I urge you to reflect upon the score so that you can alter the content in the video to make it more effective for your audience. Remember, your ultimate goal in making a learning video is to improve the knowledge, skills, and behaviors of your learning audience. This learning video rubric will help you evaluate learning videos so that you keep the KSB promise!

Now that you have the rubric and this annotated guide, it’s time to reflect upon your already made content or plan your next project. Try out the rubric. If you find that the purpose, type, content, and technical categories need a slight tweak, then make the change to the rubric so it suits your needs. This rubric is meant to support your learning as you strive to make better learning videos for your audience.

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LX / Video assessment criteria categories

Video assessment criteria categories

This resource provides comprehensive information on setting out criteria for video assessments.

On this page:

Schwartz and hartman’s model, criteria topics, criteria building tool, rubric example.

This resource should be read alongside the Rubric decisions before you start your video assessment resource .

You can employ a model like Schwartz and Hartman’s to determine the type or genre of video you want student’s to produce and the appropriate way to assess it in line with your desired outcomes.

Using this model and formula can be a great way to make it clear to yourself and your students what you want them to achieve.

Example of a formula to help utilise the wheel (I want students to demonstrate 1 by means of 4 in order to learn 2 and be assessed in terms of 3).

The criteria topics are based on the UTS Graduate Attributes which have been contextualised by some key categories for video assessment.

The example criteria are based upon a mix of Course Intended Learning Outcomes, Subject Learning Objectives and specific areas of communication in video assessment. They have also been refined by feedback from academics who offer video assessments in their subjects.

The Outcome categories and Example criteria, competencies and evidence are not prescriptive. Consider them a kind of shopping list that you may want to select from or add to based upon the needs of your assessment .  These criteria can be adapted for use in either an analytical or holistic rubric .

Four high level attributes – Audiovisual language and communication, Ethics, Discipline knowledge and professional readiness and Interpersonal communication – make up the base level for video assessment criteria. The tabs below each high level attribute denote Outcome categories. Click on the tabs to see example criteria, competencies and evidence, example genres, and learning targets and classes of outcomes.

Audiovisual language and communication

This high-level attribute relates to the Graduate Attributes of Communication and Critical thinking and creativity.

It covers anything from visual and audio design and aesthetics to planning and organisation.

Example criteria, competencies and evidence:

• Appropriate, creative and/or innovative use of composition – images, graphics, text, sampling, animation, data visualisation etc.
• Appropriate, creative and/or innovative use of audio – sampling, voice (interviews), music, ambience, effects etc
• Aids comprehension and meaning, provides evidence, contributes to tone, looks professional

Example genres:

Video pitch, project summary, report, case study, news report, historical presentation, podcast, all genres are possible.

Learning targets and classes of outcomes:

Seeing, Engaging, Doing, Saying

• Uses the properties of video to explore and represent embodied or physical phenomena, locations, physical or virtual processes, perspectives etc.
• Space and motion, animation, sequencing

Example genres: 

Location/environmental mapping in DAB, software demonstrations/screencasts in FEIT, training videos, trend reports, Tour, Portrayal, Point of view.

Seeing – familiarity and recognition, Discernment and Noticing, Doing – Skills and Performance

• Form – Narrative, storytelling, structure
• Argument and persuasion

Topic report, pitch, storyboarding, script writing, news report, – all genres are possible.

Seeing, Engaging, Doing, Saying.

• Audio and video recording are clear, shot composition, lighting, framing, editing etc.
• Particularly important when students may be expected to create these assets unassisted in future (as opposed to having someone else do this for them).

Video CV/Portfolio, short film in FASS, science communications on social media – all genres are possible.

Evidence of process – treatment, script, storyboard or transcript, reflection etc.

Investigative report, stakeholder brief, video diaries, storyboards – all genres are possible.

Ethics is one of the Graduate Attributes involved in video assessment.

Ethics in video assessment refers to social responsibility and representation along with digital accessibility and academic integrity .

• Ethical engagement through research, interviews, editing, matters of representation etc.
• Engages responsibly with and represents stakeholders and topics sensitively and ethically.
• Considers and includes diverse socio-cultural perspectives eg. gender status, race, age, disability, language, religion, etc.
• Interrogates own assumptions about Aboriginal and Torres Strait Islander peoples

Investigative report, creating teaching materials, stakeholder interviews, point of view, ad, trailer, trigger, narrative, anchor, association, chronicle, analogy, commentary, expository.

Seeing: Discernment & Noticing

Saying: Inference and Explanation

Engaging: Contextualise and Future Learning

• Accessible practices evident.
• Provides alternative means to access the content, for example: captions and transcripts.
• Appreciates the importance of documenting permissions, copyright, attribution, references in an audiovisual format.

Discipline knowledge & professional readiness

This Graduate Attribute area covers critical thinking and creativity, discipline knowledge, professional readiness, and the Indigenous Graduate Attribute. The categories are designed to help students consider the audience and conventions specific to the genre of video.

• Understands the relationship between genre, the discipline, and its use in practice – purpose.
• Engages with the expectations of genre, form and conventions in a disciplinary context.

Self-evaluations, reflective practice, video pitch, project report – all genres are possible.

• Understands the relationship between audience and purpose.
• Suitable content and format for different audiences and contexts. eg. social, government, NGO, public, community, Indigenous, etc.
• Language is appropriate and relevant.
• Consideration of distribution and platform.

Public service announcement in Health, ad, trailer, trigger, association, chronicle, narrative, anchor, analogy.

Saying: Facts and Recall, Inference and Explanations

Engaging: Interest & Preferences

• Working with clients and stakeholders in a professional capacity eg. fulfilling a brief, research, presenting to clients.

Consultation summary, client report, all genres are possible.

• Employ contemporary technologies effectively for diverse purposes relevant to the field.

Multimodal campaign project in BUS, narrative, anchor, trigger, trailer, ad.

Engaging: Contextualise & Future Learning

Interpersonal communication

This includes communication that relates to collaboration and teamwork but also the actual personal presentation appropriate for a given video genre.

• Demonstrates ability to work with and motivate other people on a collaborative project.
• Each member’s contribution to the project is evident in the final product.
• Pace, tone and emphasis support the message (Manner & Attitude).
• Body language is suitable for the conventions of Audio-visual work. (Manner & Attitude).
• Appears and behaves professionally on camera (Manner & Attitude)

Video pitch/presentation, commentary, expository, modelling, identification, demonstration, step-by-step.

Doing: Manner and Attitude

When writing criteria, simply asking questions like “Can I provide examples of what success looks like based upon the goal of the video task?” will help clarify what needs to go into criteria.

Download the attached spreadsheet to help you start building your criteria.

Instructions on how to use the spreadsheet:

• Determine which High-level attribute you want to assess
• Within that attribute select an Outcome category you want focus on
• Look at the examples of criteria and associates video genres
• Select a criteria or write your own based upon the examples

Access the criteria building file.

Want to see an example of a video rubric design based upon our criteria? Take a look at the Sample Rubric for a Video Assessment .

Keep in mind that this rubric is just a sample and is not ready for your specific discipline and context. To get help building your rubric, get in touch with the Teaching and Curriculum Team (TACT).

Kilgour, P., Northcote, M., Williams, A. & Kilgour, A., (2020) A plan for the co-construction and collaborative use of rubrics for student learning , Assessment & Evaluation in Higher Education , 45:1, 140-153. 

Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. Video research in the learning sciences , 335-348.

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How to Create a Rubric to Assess Student Videos

Jul 25, 2022

Using video in the classroom helps to keep students engaged and add make your lessons more memorable. Students can even make their own videos to share what they've learned in a way that is exciting and fun . But what do you do when it comes to grading students’ video projects?

One of the easiest ways to show students what’s expected of them is to create a rubric breaking down the different elements of a video project. You may have already created rubrics for other class projects — ones that involved posters, labs, or group work. Rubrics for video projects are similar. The medium may be different, but the learning and thinking students do are still there for you to assess.

Ways to assess a video:

You can use video projects at many different levels. Some of the elements in your rubric are going to be the same, whether you’re assigning a video to a high school physics class or using Animoto for a fourth grade vocabulary project.

Here are some things to include when developing a video project rubric:

Content: Clearly state what information and how much of it students should include. For example, in a biography project, students might be expected to include five interesting facts about their person in order to get the highest number of points on the rubric.

Images: Make sure your rubric states how many images you expect in an excellent, good, average, and poor project. You might want to add that those images should be relevant to the topic (e.g. no skateboards in a butterfly video) and appropriate. If you want to emphasize research skills, you could also require they use public domain images or cite their image sources.

Sources While this may not be necessary for very young students, middle and high school student videos can and should include a text slide with their bibliography or an accompanying paper bibliography.

Length: Just as you would set a page limit for an essay, you should set limits on video length, especially if you want to share the videos with the class. That length depends on your project — a simple “About Me” video project can be a minute long, while a more involved science or English assignment could be two to three minutes.

The style and flair of the video itself should really take second place to the student’s process — how a student researched the project, chose images, and organized their information. When your rubric reflects that, you’re truly assessing what a student learned.

Video project ideas

Creating Animoto accounts for you and your students is completely free! Once you have your free account set up, there are endless ways to strengthen your lessons using video. Here are some of our favorites.

Digital scavenger hunt

Take your lessons outside of the classroom with a digital scavanger hunt ! Have your students find specific plants and animals, architectural landmarks, historical features, and even shapes in their real-world environments and photograph them as they go. Then, they can add them to an exciting video that can be shared with the class using our Educational Presentation template.

Video autobiography or biography

Have your students research important figures throughout history or even share their own life stories with a video ! The Self-Introduction template makes it easy to share the most important moments of one's life in a fun and engaging way.

Vocabulary videos

Put new vocabulary into action with a video! You can teach students new vocabulary words and then have students find real-world examples of them in real life. Or, let students share all the new words they've learned over summer break using the Vocabulary Lesson template.

Book trailers

Book trailers are a great way to get the story across in just a few short minutes. Whether starting from scratch on a brand new book or creating a summary of a favorite book, the Book Trailer template makes it simple.

Video presentations

Video presentations are a great way to showcase your learnings without the anxiety of a traditional presentation. They can be used in virtual classrooms or shared "IRL" to supplement student presentations. The Educational Presentation template is versatile, engaging, and easy to customize and share.

Sports recap

Extracurricular activities are part of a well-rounded education. Celebrate wins or even analyze your game with the Sports Recap template! It's a great way to increase school spirit and show students that you care.

Book reports

Hit your reading goals for the semester and make sure the lessons hit home with a book report! Rather than an extensive essay, the Book Report template hits on all the high-notes and most important elements of a particular book.

How are you grading your students’ Animoto videos? Let us know in our Facebook group, the Animoto Social Video Marketing Community .

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How to Judge a Contest: Guide, Shortcuts and Examples

What is a Co ntest?

A contest is an activity where skill is needed to win. Unlike a Sweepstakes where a random draw identifies the winner, in a contest the participants has to take an action that requires some degree of skill . That degree of skill depends on what the promotion or event is asking the participant to do. For example; in an essay contest, participants enter and compete by submitting original writing.

The Legal Contest Formula 

Prize + consideration (monetary fee or demonstration of skill) = legal contest (in most jurisdictions)

Are Contest Legal in the US?

Yes. All 50 States allow contest promotions. All contests are allowed as long as the sponsor awards the prize based on skill and not chance.

See Contest Rules and Laws by State.

The Judging Criteria

Contests also have an element of competition that requires the Sponsor or agency to set clear contest judging criteria so participants know how their entries will be judged. This criteria will also tell the judging body what to look for and how to assign value or rank entries.

As a marketer, you can save yourself a lot of potential trouble, and complaints, if your judging criteria is clear to all participants and judges. For example: “ Es s ay Submissions must be in English, comply with Official Rules, meet all requirements called for on the Contest Website and be original work not exceeding 1,000 characters in length.”

The “How-To” Guide for Judging

In a contest, the judging criteria is an attempt to focus the participants, as well as the judges, on the expected outcome of the entry. Properly designed judging criteria aims to minimize the judges unconscious biases and focus their attention on the qualities that are going to be weighed and assigned a value or score. For example, a judging criteria score sheet may rank values as “ 33.3% for creativity, 33.3% for originality; and 33.3% for adherence to topic .”

Judges (ideally more than one) should be experts or have some degree of expertise in what they are judging. This is not a requirement, but it helps the Sponsor or contest administrator select the winner. The contestants also gain a sense of fair play when they see the winner was chosen by experts.

How to Pick Judges for the Contest

If you can’t find expert judges, then individuals or a group with a clear understanding of the judging criteria and no conflicts of interest or bias could serve as judges. Beyond the judging criteria, the judges should have seen enough examples of the work being judged to determine what is considered poor, average and exceptional within the criteria.

Judges Goals

Ultimately, judges aim to assign a total value or points to each entry and select the winner based on total amount of points earned.

Judging Shortcut

A shortcut to judging large numbers of entries is to use social media networks to judge on your behalf up to a certain degree. For example, you can run your contest on Facebook and have the fans vote for the top five entries. From there a more formalized judge or contest administrator can select the winner based on the criteria. This can work well, but there are risks associated with fan voting. One of the risks is that participants can simply ask their friends to vote for them regardless of the quality of the work. It undermines the promotional effort when a poor entry gets lots of votes. This is why we don’t recommend that fan votes make the final decision on who wins.

Protect Your Contest With Judging Criteria

Having your judging criteria set will also protect the integrity of the contest and guide judges if there is a tie. A well-articulated judging criteria will explain what to do in the event of a tie. For example; “ In the event of a tie for any potential Winning Entry, the score for Creativity/Originality will be used as a tiebreaker.” Or “If there still remains a tie, Sponsor will bring in a tie-breaking Judge to apply the same Judging Criteria to determine the winner .”

Rules for Social Media Contests

Contests are allowed in all social media platforms as long as you follow state laws and the social media platform’s own set of rules.

• Facebook Contest Rules you should follow, along with a few Facebook contest ideas to help you get started. See Facebook Contest Rules
• Instagram has some strict rules that you need to be aware of and follow closely if you want your promotion to be successful. See Instagram Contest Rules
• Pinterest can help you connect with your customers, especially if your business is related to the types of content that often trend on Pinterest like fashion, food, and beauty. See Pinterest Promotion Rules 
• For Twitter see Guidelines for Promotions on Twitter (sorry, we haven’t written a rules article on Twitter yet.)
• For Youtube see YouTube’s Contest Policies and Guidelines (sorry, we haven’t written a rules article on Youtube yet.)

Can You Charge Participants an Entry Fee?

Yes, as long as the winners are chosen by skill and not chance (randomly).

Remember: Prize + consideration (monetary fee or skill) = legal contest (in most jurisdictions)

Contest Official Rules Examples

Better Homes & Gardens America’s Best Front Yard Official Contest Rules

Bottom Line: Contests are a Great Marketing Tool

Contests are worth the effort and repay the sponsor handsomely. They’re fun and generate a lot of buzz, awareness and potential sales for the sponsor. Just make sure your judging criteria are set in place.  If you need any help with your contest let us know at [email protected] .

Need help witha Contest? See our Contest Management Services

Want to build a sweepstakes by text?  See our features and pricing .

Judging Criteria and Scores

Judging Criteria

• The Videos will be judged in terms of creativity, originality, message content and technical organization (sound and picture quality). The decisions of the judges will be final.
• The competition closes at midnight May 1st,  2020 (AST). The competition winners will be announced on 17th May, 2019  and notified by e-mail and phone, as well as published on CANTO’s website.

Videos will be judged over a score of (90) points on the following criteria:

Creativity /Originality (30 pts):

• Entries must be the students’ own work, in the student’s own words, and may include personal experiences and thoughtful observations. Videos must reflect that the student has carefully examined and thought through the topic.

Message Content (40 pts):

• Does the student apply/address the theme of  “Connect 2030: ICTs for the Sustainable Development Goals (SDGs)”
• Is the video relevant?
• How compelling is the video?
• Is the video presented in a logical sequence?

Technical  Organization (20 pts):

• How well is the video produced in regards to continuity, timing, camera operation, sound quality, editing and adherence to time limit of  3 minutes  or (180 seconds)

People’s Choice  – Most Likes (up to 10 points)

• The 10 finalists’ videos will be posted on CANTO;’s Facebook Page. The videos will be ranked based on the number of ‘Likes’ and the corresponding points  will be added to the final Judges’ score  (see table below )

HBLL 2022 College of Life Sciences Undergraduate Poster Competition: Judging Criteria

• Virtual Poster Gallery
• Judging Criteria
• ScholarsArchive
• Poster Design Tutorial

Poster Competition Judging Criteria

POSTER DESIGN JUDGING CRITERIA

(Score 1 – low, 5 – high in each category)

   Organization

• Poster has clearly defined sections with labels, such as hypotheses, objectives, methods, results, and conclusions.
• Each sub-heading has no more than one short paragraph. Bullet point paragraphs are acceptable.
• Organization is logical with a clear flow of ideas from one heading to the next.
• Graphics and other visuals are used to draw the reader to the most important messages of the poster and provide balance to the amount of text.
• Posters adhere to the size standard (no more than 50 inches wide by 50 inches tall).

   Appearance

• Text font and size are appropriate for the size and format of the poster. Words are easy to read from an appropriate distance (3-5 feet).
• Language used in each section is clear, concise, and easy to understand. Poster is free from undefined jargon.
• Proper grammar, spelling, and punctuation are used.
• Visuals are attractive and of high quality.
• Poster is neat and visually appealing.

   Content

• Focus is on a well-defined problem.
• There is a clear and concise statement of the immediate problem.
• No unnecessary visuals are included (visuals do not detract from the main message of the poster).
• Visuals contain sufficient information for concise and easy interpretation of crucial information.
• The poster stands alone without any verbal explanation.
• Conclusions are supported by the results.

OPEN HOUSE PRESENTATION JUDGING CRITERIA

• The length of the presentation was appropriate for the audience's level of knowledge (approximately 2 to 3 minutes).
• The presentation style was engaging and professional (e.g., presenters were approachable, enthusiastic, etc.).
• The presenters described their research at a general academic level (e.g., no undefined jargon, etc.).
• The presenters explained the significance of their research (e.g., why their research is important and how it is contributing to their field of study, etc.).
• The presenters engaged with the audience and answered questions clearly and thoughtfully.

THREE-MINUTE VIDEO JUDGING CRITERIA

• The length of the video presentation was between 2 ½ and 3 minutes (points will be deducted for videos outside of this time range).
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• Last Updated: Mar 30, 2022 5:59 PM
• URL: https://guides.lib.byu.edu/2022LS_PosterComp

The 2024-2025 World of 8 Billion student video contest will open on Tuesday, September 3, 2024!

• This Year’s Topics
• Project Organizer
• Rules and Guidelines
• Tips for Your Video

Judging Rubric

• Resources Overview
• Lesson Plans
• AP Connections
• Parent/Guardian Consent Forms
• Ready to Take Action?
• Chinese (Simplified)

Download the Judging Rubric as a PDF

Does the video follow the guidelines (yes/no).

• 1) Does the video run within the 60-second time limit? yes
• 2) Is the information included in the video accurate and current? yes
• 3) Are any copyrighted materials used in the video? no
• 4) Is any portion of the video inappropriate? no
• 5) Did the student complete all necessary forms; online entry form, parent permission form, and (for Finalists) actor release form? yes

Quality of Video

35% – content quality: does the video clearly make the connection between population and the chosen topic.

Population is clearly tied in with the topic in an obvious manner; a strong connection is shown between population and topic.

Population is tied in with the topic; a fairly clear connection is made between population and topic.

Population is mentioned but the connection to the topic is not supported.

Population is not tied in with the topic; no connection between population and topic is made.

Does the video explain why the chosen topic is important on a global scale?

The video expertly makes the case for the topic’s importance using precise arguments.

The video explains the topic’s importance but the arguments are not complete.

The video states that the topic is important but provides little explanation.

The video does not explain why the chosen topic is important.

35% – Memorable/Creative: How well does the video draw in the viewer and keep their attention?

Viewer is left with a strong understanding of the topic, will remember the video, and feels like they want to learn more.

Viewer is left with general understanding and will remember the video.

Viewer mostly understands the topic and might remember the video. Some introduced themes/topics may distract from message.

Presentation is unclear on the topic and unmemorable.

Is the video original and innovative?

Video is original, creative and unique.

Video has some original thought and is moderately creative.

Video has little original thinking.

Video has no original thinking.

20% – Logical Solution: Is the solution offered appropriate and supported by your claims?

A strong solution is offered that is both logical and appropriate.

A solution is offered but doesn’t clearly connect to the video’s claims. The solution is appropriate.

A solution is offered but does not match the video’s claims or is not appropriate.

No solution is offered.

10% – Production: What is the overall quality of production (including visual and sound elements)?

Video is well planned with smooth transitions and edits. Sound is expertly balanced and easy to hear. All sound and visual elements coincide with the video’s message.

Video is well planned with competent edits. Sound is well balanced and easy to hear. Most sound and visual elements blend with video’s message.

Video was somewhat planned. Transitions and edits are rudimentary. Sound is reasonably balanced. Some sound and visual elements are distracting.

Video is not well planned and has poor edits. Sound is of poor quality. Many sound and visual elements distract from the video’s message.

Organize your ideas with the Video Project Organizer, a step-by-step guide to the contest!

Nine’s Wide World of Sports

Breaking debuts at the Olympics, with b-girl Raygun showing 'Australian character'

B-girl Raygun has made history as Australia's first competitor in the sport of breaking's Olympic Games debut

Raygun, whose real name is Rachael Gunn , said she wanted to inject "a little bit of Australian character" into her performance against a stacked field of break dancing stars from around the world.

"I was always going to be the underdog going in," Raygun told Nine after her final performance.

LIVE UPDATES: Follow all the action from day 14

READ MORE: 'What's going on?': Aussie hero's shock at epic save

READ MORE: Legend hits Opals with grim reality

"I went out and I showed ... a little bit of Australian character," Raygun said.  Getty

"I'm not as well known, you know. Australia, we haven't had the same level of investment going in.

"And look, I was never going to beat these b-girls at what they do, so I did what I do best and I went out and I showed myself, my creativity, my style, a little bit of Australian character so that I could try and make my mark on this world stage."

The Paris 2024 competition opened with a round-robin phase, where groups of four breakers face off against each other one by one. Only two emerge from each round-robin group before the quarter-finals, semi-finals and the final matchup to determine the champion.

Raygun was unsuccessful in all three of her battles against Logistx from USA, Syssy from France, and Nicka from Lithuania, going down 18-0 in each one.

Raygun, a 36-year-old full-time lecturer at Sydney's Macquarie University, completed a PhD in breaking culture and is a lecturer in media, creative arts, literature and language.

After being selected in the Australian Olympic team last year she said she was excited to add a shakeup to the sport's image.

B-girl Raygun in her round-robin battle with Syssy of Team France.  Getty

Raygun said she was ready to give a true-blue performance despite being less well known than her competitors.  Getty

Raygun has also spoken out about the lack of government funding for breaking in Australia , saying it angered her that only $35,000 was allocated to "dance sport", as it's categorised by the Australian Sports Commission, for the 2023-24 financial year. The only sport that was given less money for the last financial year was "flying disc", which received $30,000.

American upset

Both American b-girls were eliminated in the first round overnight, a blow to the country representing the birthplace of hip-hop and breaking culture in what could be the discipline's only Games appearance.

B-girl Logistx (legal name Logan Edra) and b-girl Sunny (Sunny Choi) both ranked in the top 12 internationally but came up short of the quarter-finals. Instead, eight b-girls representing the Netherlands, China, Lithuania, France, Japan and Ukraine advanced after round-robin battles trimmed the field from 16. Breaking was added as an Olympic sport for Paris, but it is not on the slate for Los Angeles in 2028.

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The Aussie is a 36-year-old full-time lecturer at Sydney's Macquarie University.  AP

"I feel like I still shined and I feel like I still represented the dance and had some moments," Logistx said. "It was such a big opportunity, it's such a big platform, and I'm really happy that we're here."

Logistx had an emotional journey leading up to the competition. She spent several days isolated from the rest of the athletes in the Olympic Village after falling ill following the rainy opening ceremony. She emerged earlier this week ready to battle.

"I feel proud of myself because life's been a lot. I feel like I've pushed really hard, beyond the limits of what I thought I was capable of," she said.

Day one of Olympic breaking

A panel of nine judges, all b-boys and b-girls in their own right from around the world, scored the breakers based on the Trivium judging system: on technique, vocabulary, execution, musicality and originality — each accounts for 20 per cent of the final score.

"I'm really happy to be competing here in France. The audience was really good with me — I felt their energy and I'm really looking forward to tonight," said b-girl Syssy, a hometown favourite whose legal name is Sya Dembélé. Syssy had the energy of the crowd behind her, with huge applause following her every power move.

Raygun completed a PhD in breaking culture.  Getty

Breakers wowed the crowd with power moves like headspins, windmills and backflips. Fans remained energetic throughout the nearly three-hour-long initial phase of the competition, even as rain periodically came down. The stage was shielded from rain.

Each of the b-girls began by catching the beat as they danced while on their feet — a series called "toprocking" — before launching into their footwork moves on the floor. The soundtrack to their routines was a surprise for each of them, as two DJs spun records on a turntable set up behind the judges.

The judges sat between the circular floor, modelled after a record, and a massive replica of a boombox, in a nod to the musical root of breaking — the breakbeat itself — which is the moment when a song's vocals drop and the DJ loops the beat over and over. That allows b-boys and b-girls to make their mark on the dance floor.

Breaking is judged qualitatively because of its roots as an art form, and judges use a sliding scale to score each round and battle, adjusting the scale towards the breaker who is winning in each of the above criteria. Throughout, two emcees respond to the personalities and signature moves of each of the breakers to hype up the crowd.

Breaking gets a rousing Olympic start

B-girl India from the Netherlands — legal name India Sardjoe — came out at the top of her group during the round-robin phase. Earlier, India beat refugee team member b-girl Talash in the first ever breaking battle at the Olympics.

USA's Logan Edra, known as b-girl Logistx, and Australia's Rachael Gunn, known as b-girl Raygun, compete during the round robin.  AP

Netherland's India Sardjoe competes in the Olympics' first breaking competition.  AP

The one-off pre-qualifier was added in May, when Manizha Talash was added to the Olympic roster after the b-girl from Afghanistan missed registration for qualifying events.

The International Olympic Committee's executive board invited her to participate after learning of her efforts to defy the strict rule of the Taliban in her home country.

Sardjoe started her routine showing off some of her power moves before Talash responded by focusing on toprocking and moving into footwork on the floor.

Talahs later unfurled a cape that said "Free Afghan Women."

Refugee Team's Manizha Talash, known as Talash, unfurls a cape reading "free Afghan women".  AP

Before the battle began, American rapper Snoop Dogg made a grand entrance into the stadium to the soundtrack of Drop it Like it's Hot, prompting cheers and dancing in the stands.  AP

The eight b-girls proceed to the quarterfinals, semifinals and the final matchup to determine the champion by the end of the evening.

Before the battle began, American rapper Snoop Dogg made a grand entrance into the stadium to the soundtrack of Drop it Like it's Hot , prompting cheers and dancing in the stands.

The emcees introduced the 17 b-girls competing on Friday, with the b-girls from France and the US received the loudest applause from the crowd.

- Reported with AP

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