This article shows the potential for using video responses to specific questions as part of the assessment process in an organic chemistry class. These exercises have been used with a postbaccalaureate cohort of 40 students, learning in an online environment, over a period of four years. A second cohort of 25 second-year students taking the organic chemistry course onsite has been using these exercises over a period of three years. The questions in this exercise require the students to use a molecular model kit. The problems presented to the students involve standard concepts in organic chemistry relating to geometric issues with molecules or organic reactions. This method of assessment allows the instructor to see a student's higher-order thinking on a particular topic to a greater degree than is generally afforded with clicker questions. Students are acclimated to this new environment for assessment through practice exercises that are evaluated and critiqued, but not counted towards a grade. A transition to similar exercises follows that counts towards the students' grades. Constructive feedback to the students for their nongraded and graded responses, as well as the types of errors and misconceptions they display in their videos, are also described.