This article explores the use of video essays in film studies teaching and assessment through an edited correspondence between four academics. Drawing on a panel at the 2023 British Association of Film, Television and Screen Studies (BAFTSS) conference, the contributors examine the benefits of videographic assessment – including student engagement, EDI considerations, authentic learning and academic integrity – alongside practical and pedagogical challenges such as technical demands, time management and concerns about scholarly rigour. The discussion covers stand-alone modules versus integrated assessment, as well as written reflections and marking criteria, while situating these debates within broader pressures facing humanities departments. The exchange aims to inform and inspire educators considering or already employing videographic criticism in their teaching.