Original practice examples
CASPer Video Response Examples: 5 One-Minute Answers, Transcribed
A strong CASPer video response states what you would do in the first sentence, gives a plain reason, names who is affected and adds a fallback, all inside 60 seconds. Below are five original examples with full transcripts and word counts. As on test day, the second question stays hidden until you have answered the first out loud.
How the CASPer video section works
The standard 2026–27 CASPer opens with four video-response scenarios. Each has two questions shown one at a time, and you get one minute to record each answer after an optional 30-second reflection period and a 10-second countdown (Acuity format article). Scenarios are either a short video with a role prompt, such as “you are a co-worker”, or a written prompt.
Acuity added the video section in the 2022–23 cycle and says its research found it helped reduce demographic differences in test performance; it is required for all applicants (Acuity). Raters are told to focus on the substance of your response (Acuity scoring), so the examples below are written to make reasoning easy to hear. Each recording is a single take; see CASPer's one-take rules.
How to use these examples
- Read the prompt and question 1 only. Give yourself 30 seconds to decide your first sentence.
- Record a one-minute answer on your phone or laptop without pausing.
- Open question 2, take 30 seconds, and record again.
- Now open the transcripts. Compare your opening sentence, reasons and fallback with the stronger version.
- Read one stronger transcript aloud with a timer to calibrate how much you can say in a minute.
Answering question 1 blind matters. On the real test you commit to an answer before seeing the follow-up, which often adds a fact that tests whether your first plan was reasonable.
1. A co-worker takes money from the shared tip jar
Video-based scenario · Role: you are a co-worker
You work evening shifts at a café. Tips go into a shared jar and are split equally at closing. Near the end of a shift, you see a co-worker quietly take a few bills from the jar and put them in their pocket. They notice that you saw.
Question 1: What would you do in this situation?
Record your answer for 60 seconds before opening question 2.
Reveal question 2
Question 2: Your co-worker tells you they are behind on rent and promises to put the money back next week. How does this change your response?
Compare transcripts for example 1
A weaker answer to question 1 (49 words)
“Um, so I would definitely report them to the manager right away because stealing is wrong and it's not fair to everyone else. Honesty is really important, especially in healthcare, and I would never do something like that. So yeah, I'd report it and let the manager handle it.”
Stronger sample transcripts
Question 1 (90 words): “I'd speak to them privately before the jar is split, because I might have misread what I saw. I'd say, "I saw you take some money from the tips. Can you help me understand?" If they did take it, I'd ask them to return it before closing so the split is fair to everyone who worked tonight. If they refused, I would tell the manager what I observed, without guessing at their reasons, because the others have a right to their share and I can't fix that on my own.”
Question 2 (87 words): “It makes me more sympathetic, and I'd want them to know about any support the workplace offers, like an advance or extra shifts. But it doesn't change that tonight's tips belong to the whole team, and a promise to repay next week still leaves people short tonight. I'd encourage them to put it back now or tell the manager themselves, and I'd offer to go with them. If neither happened, I'd still raise it, and I'd ask the manager to handle it privately and consider their situation.”
Why the stronger version works
The strong answers check the facts before acting, give the co-worker a fair chance to correct it, and name a fallback. The second answer shows that new information changes the tone and the support offered, not the outcome for the people affected. The weak answer jumps to reporting, adds an irrelevant claim about healthcare and gives no reasons the rater can evaluate.
Delivery note: Open with your first action, not a preamble. A short quoted line ("Can you help me understand?") is a fast way to show tone.
2. A friend asks you to enter their attendance code
Video-based scenario · Role: you are a friend
Your course awards participation marks through a code shown during each lecture. A close friend texts you during class: they overslept, and they ask you to submit the code for them using their login. They say everyone does it and the marks are tiny.
Question 1: What would you say to your friend?
Record your answer for 60 seconds before opening question 2.
Reveal question 2
Question 2: Is it ever acceptable to bend a small rule to help someone you care about? Explain your reasoning.
Compare transcripts for example 2
A weaker answer to question 1 (37 words)
“I would say no because it's against the rules and it's cheating. I don't want to get in trouble. They should have set an alarm. If they keep asking I would probably stop helping them with things.”
Stronger sample transcripts
Question 1 (78 words): “I'd text back that I'm not comfortable logging in as them, because it records them as present when they weren't and could get us both in trouble for academic dishonesty. I'd keep it kind: "I get it, oversleeping happens." Then I'd offer what I can do honestly, like sharing my notes and suggesting they email the instructor, since some courses excuse an occasional absence. That way I'm still helping with the real problem, which is missing the lecture.”
Question 2 (83 words): “I think it depends on who is affected and whether the rule protects something important. Some rules are flexible by design, and asking the person who set them is fair. But secretly bending a rule usually shifts the cost onto others or undermines trust, even when the stakes look small. Here, attendance marks are meant to reflect who was there. So I'd rather help in a way that's transparent, like asking for an exception, than help in a way I'd have to hide.”
Why the stronger version works
The strong response refuses the request without moralizing, offers real help and suggests a legitimate route. The policy-style second answer takes a position, states a principle and applies it back to the scenario. The weak answer is self-focused and punitive, and its last line suggests withdrawing support rather than solving anything.
Delivery note: For an opinion question, say your position in the first sentence ("I think it depends on…") and spend the rest of the minute on reasons.
3. Two volunteers argue in front of guests
Video-based scenario · Role: you are the shift lead
You are leading volunteers at a community food drive. Two volunteers start arguing loudly at the sign-in table about who was supposed to bring the extra tables. Families waiting in line are watching, and the line is growing.
Question 1: What would you do right now?
Record your answer for 60 seconds before opening question 2.
Reveal question 2
Question 2: After the event, how would you reduce the chance of this happening again?
Compare transcripts for example 3
A weaker answer to question 1 (44 words)
“I would tell them both to stop because they're being unprofessional in front of everyone. Then I'd figure out whose fault it was. The person who forgot the tables should apologize to the team. Communication is key, so I'd tell them to communicate better.”
Stronger sample transcripts
Question 1 (77 words): “My first priority is the families waiting, so I'd step in calmly and separate the tasks. I'd ask one volunteer to keep sign-in moving and the other to come with me to find a fix for the tables. Away from the line, I'd acknowledge they're both frustrated and say we'll sort out what went wrong after the event, not now. Then we'd solve the immediate problem, like borrowing tables from the building or rearranging what we have.”
Question 2 (64 words): “I'd talk to each volunteer separately to hear what happened, without assigning blame, because the mix-up probably came from unclear planning rather than one person. Then I'd fix the process: a shared checklist with one named person per item, and a quick confirmation message the day before. I'd also thank them both for showing up, since volunteers who feel blamed often don't come back.”
Why the stronger version works
The strong answers put the people affected first, de-escalate before investigating and separate the immediate fix from the follow-up. The second answer moves from blame to a specific process change. The weak answer focuses on fault and ends with a slogan, "communication is key", that says nothing a rater can credit.
Delivery note: Use ordering words ("first", "then", "after the event") so a listener can follow a plan they cannot see written down.
4. Feedback you disagreed with
Word-based prompt · Personal question
Describe a time you received feedback that you initially disagreed with.
Question 1: What was the feedback, and how did you respond at the time?
Record your answer for 60 seconds before opening question 2.
Reveal question 2
Question 2: Looking back, what did you learn, and what would you do differently?
Compare transcripts for example 4
A weaker answer to question 1 (43 words)
“One time my manager said I wasn't a team player, which wasn't true because I always finish my work early. I explained that to her and she understood. I think sometimes people just misunderstand you, so it's important to stand up for yourself.”
Stronger sample transcripts
Question 1 (86 words): “In a group lab report, my teammate told me my edits made the others feel their work didn't count. I disagreed at first, because I was only fixing errors before a deadline. I didn't argue in the moment. I said I hadn't meant it that way and asked for a day to think. When I reread the document, I saw I'd rewritten whole sections without asking anyone. So I apologized to the group and suggested that next time I'd leave comments instead of changing their text.”
Question 2 (65 words): “I learned that my intention and the effect on others can be very different, and that the feedback was about how I worked, not whether my edits were correct. Now, when I feel defensive, I ask for a concrete example before I respond. What I'd do differently is agree on an editing process at the start, so speed and fairness don't compete at the deadline.”
Why the stronger version works
The strong answer gives a specific, modest example, shows a pause before reacting, and describes a concrete change in behavior. The weak answer never accepts any part of the feedback, so it shows the opposite of the self-reflection the question invites.
Delivery note: Personal answers drift. Keep a three-beat shape: situation in one or two sentences, what you did, what changed.
5. Should schools ban phones in class?
Word-based prompt · Policy question
A school board is considering a complete ban on student phones during class time, including for students who say they use their phones as learning tools.
Question 1: Do you agree with a complete ban? Why or why not?
Record your answer for 60 seconds before opening question 2.
Reveal question 2
Question 2: If the ban goes ahead, how could the school make it fair for students with legitimate needs?
Compare transcripts for example 5
A weaker answer to question 1 (34 words)
“Yes, I agree because phones are really distracting and students are addicted to them. Studies show that phones are bad for learning. Students did fine before phones, so they don't need them in class.”
Stronger sample transcripts
Question 1 (71 words): “I'd support limiting phones in class, but not a complete ban without exceptions. The goal is fewer distractions, which helps students and teachers. But a blanket rule affects students differently, for example someone who uses a phone for a medical device, translation or accessibility tools. I'd want the board to hear from teachers, students and parents and look at local evidence, then choose the least restrictive rule that actually reduces distraction.”
Question 2 (68 words): “I'd build in a clear exception process, like a short note from a counselor or health professional, so students don't have to justify themselves in front of the class. Teachers could allow phones for specific activities. I'd also review the policy after a term, asking whether distractions dropped and whether any group was disadvantaged. And I'd make sure families can reach students in an emergency through the office.”
Why the stronger version works
The strong answer takes a position, names the goal and identifies who could be harmed by the rule. It proposes a way to check the result. The weak answer cites unnamed studies and treats one group's experience as everyone's.
Delivery note: Avoid inventing statistics on camera. "Look at local evidence" is stronger than a number you cannot support.
Acuity describes word-based prompts as a written question, statement or scenario. Whether one appears in your video or typed section can vary, so practising personal and policy prompts aloud is still useful. For more of each type, see CASPer personal questions and CASPer policy questions.
What the strong video answers have in common
Across all five examples, the stronger transcripts follow the same five moves. They are an editorial pattern drawn from Acuity's description of what raters evaluate, not an official rubric.
| Move | Why it helps on video | Heard in example 1 |
|---|---|---|
| Lead with your action or position | Raters hear your judgment in the first seconds | "I'd speak to them privately before the jar is split…" |
| Check the facts | Shows you avoid assumptions | "…because I might have misread what I saw." |
| Name who is affected | Shows you weighed perspectives | "…the others have a right to their share." |
| Give a reason in plain words | Reasons are what can be evaluated | "…because it records them as present when they weren't." |
| Add a fallback or follow-up | Shows the plan survives a 'no' | "If they refused, I would tell the manager…" |
The weaker transcripts fail in recognizable ways: they jump to punishment, lean on slogans like “communication is key”, cite evidence they cannot name, or never accept any part of a criticism. For a structure you can reuse, see the CASPer answer structure guide.
A 15-minute video drill
Use this once a day in the week before your test:
- Minutes 0–5: one example above, both questions, recorded with the timer.
- Minutes 5–10: watch the recordings back once. Write down your first sentence for each. Was it an action or position?
- Minutes 10–15: re-record question 1, changing only the part you noted.
For a longer plan, read how to practise CASPer video responses or the difference between the two sections in CASPer written vs video responses. Acuity also offers a free practice test with the real interface (Acuity preparation).
Frequently Asked Questions
How many words fit in a one-minute CASPer video answer?+
It depends on your natural pace. The stronger answers on this page run roughly 65 to 90 words. Read one aloud with a timer: if you finish with time to spare and without rushing, that length suits you. Aim for complete reasoning, not a word target.
Can I take notes during the video section?+
Acuity's test rules allow blank paper, a pen or pencil and a hardcopy dictionary; pre-written notes are not allowed. A few words jotted during the 30-second reflection can anchor your first sentence, but reading from notes on camera usually sounds stiff.
Do I need to look into the camera the whole time?+
Acuity's test rules require your face to stay visible and your webcam on, and its scoring guidance says raters focus on the substance of what you say. Look at the screen or camera in whatever way lets you speak naturally.
Are these official CASPer video questions?+
No. They are original CasperCoach practice prompts written for this page. Acuity's own practice test shows the real interface. Use these examples to rehearse reasoning and timing, not to memorize wording.
Sources and scope
Checked November 12, 2026 against Acuity's format and length article, video response format article, test rules and scoring article. Prompts, transcripts and notes are original CasperCoach editorial material and do not predict an official score or quartile. Word counts are calculated from the transcripts as written. CasperCoach is independent of Acuity Insights.