Video Interviews and Written Assessments (Toronto, Waterloo and More)

What these assessments are

Some competitive Canadian programs ask applicants to complete a timed assessment that captures how you think and communicate, rather than just what your transcript shows. Two common formats are the video-response assessment (you record short answers to on-screen prompts) and the written-response assessment (you type answers within a time limit).

For example, the University of Toronto uses video and written components for certain programs, and the University of Waterloo asks engineering and some other applicants to complete an Admission Information Form (AIF) with written responses. These are program-specific, so the exact format, prompts and timing differ by university and program.

Because requirements and tools change, always confirm the current assessment details on the specific program's official admissions page before you begin.

How video-response assessments work

In a typical video assessment you log into a secure platform, often within a set window, and are shown one or more prompts. You usually get a short time to think, then a short time to record your spoken answer, sometimes with no option to re-record. There may be a practice question first so you can test your camera and microphone.

The questions are generally not about memorized facts. They tend to ask how you would approach a situation, why you are interested in the field, or how you have handled a challenge. The program is looking at communication, reasoning and authenticity, not a rehearsed script.

• Check the access window and complete it well before it closes
• Test your webcam, microphone, internet and browser in advance
• Use a quiet, well-lit space with a plain background
• Read each prompt carefully and answer the actual question
• Speak clearly and naturally; structure beats memorization

How written assessments (like Waterloo's AIF) work

Written assessments ask you to type responses to prompts about your experiences, interests, activities and reasons for choosing the program. Waterloo's Admission Information Form, for instance, lets engineering and certain other applicants describe their extracurricular involvement and why they want to study their chosen program.

These forms reward specific, honest examples over generic claims. Respect any word or character limits, write in clear plain English, and make sure every answer is genuinely yours. Plan your points before you start typing so your responses stay focused.

Preparing without over-rehearsing

You can prepare meaningfully without trying to game the assessment. Reflect on a few real experiences — projects, jobs, volunteering, challenges, things you have built or led — and the lessons from each, so you have authentic material to draw on. Re-read the program description so you can speak to genuine fit.

Do a technical dry run for video tasks and a timed practice for written ones. The goal is to remove avoidable friction (a broken microphone, a missed window, a rushed answer), not to deliver a memorized performance, which assessors can usually spot.

• Brainstorm 4–6 real experiences and what you learned from each
• Re-read the official program page so you can speak to fit
• Practice answering a sample prompt within a realistic time limit
• For video: rehearse your setup, not a word-for-word script
• Submit early to avoid last-minute technical problems

Integrity and accessibility

Your responses must be your own original work. Getting someone else to record or write your answers, or submitting fabricated experiences, is an integrity violation that can lead to a withdrawn offer. Authenticity is what these assessments are designed to reward.

If you have a disability or a documented circumstance that affects your ability to complete a timed assessment, contact the university's admissions or accessibility office through official channels to ask about accommodations. Requirements and accommodation processes are set by each university, so confirm the current details on its official website.