http://www.nuuanu.k12.hi.us/chun/course/vidrubric.html Evaluation Rubric for Video Production Levels of Performance Dimensions of Performance Below Standard Score: 1 Satisfactory Score: 2 Accomplished Score: 3 Excellent Score: 4 Planning Research, Storyboarding, and Rehearsal Students need help to research and write a script. The storyboard does not match the final production. Some group members have roles and some perform very few tasks. Some video vocabulary and floor language is used during rehearsals. Students need to be reminded to stay on task Students need help to research and write a script. There is a storyboard that is adhered to during production. Most group members have roles and use some video vocabulary and floor language during rehearsals. Students need to be reminded to stay on task. Students research and write a compelling and creative script. The storyboard is drawn carefully with shot compositions included. All group members have their and use video vocabulary and floor language during rehearsals. Students research independently and write a compelling and creative script. The storyboard is drawn carefully with set design and shot compositions included. All group members define their roles and use video vocabulary and floor language during rehearsals. Content The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through in a consistent manner. There may be factual errors or inconsistencies, but they are relatively minor. Less than adequate evidence of student learning and efforts are reflected in student's project. There is focus that is maintained throughout the project. The project presents information in a accurate and organized manner that can be understood by the intended audience. Adequate evidenced of student learning and efforts are reflected in student's project. The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. Excellent evidence of student learning and efforts are reflected in student's The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. Excellent evidence of student learning and efforts are reflected in student's
project. project. Layout/ Design Either lack of preparation or illogical sequence. Transitions are choppy or distract the viewer. Titles are not present or distract from the overall video. Does not have a storyboard. Adequate preparation and sequence is shown. Transitions are adequate. Titles are present. If storyboard is present, it shows the project in a broad outline. Sequence of project components is clear and evident. Transitions provide easy movement from one scene to another. Titles are used and add to the video's flow. Storyboard shows general outline. Organization of presentation is excellent. Transitions add to the viewer's understanding of the topic. Titles are added to enhance understanding. Storyboard shows progression. Technical Elements The camera work is choppy and the scenes are blurry or panning is too fast. Sound and visual files contain significant distortion. Transitions are awkward between scenes. Titles are illegible. Technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content. The camera work may be choppy or panning is too fast. Sound and visual files may have some distortion but it doesn't distract the viewer. There are some technical problems, but the viewer is able to follow the presentation. The camera work is generally smooth and the focus is usually crisp. Sound and visual files are mostly distortion free. Transitions provide a smooth movement between scenes. Titles are mostly legible. There are few technical problems. The camera work is smooth and the focus is crisp. Sound and visual files are distortion free. Transitions are timed for smooth movement between scenes. Titles are legible. There are few technical problems, and none of a serious nature. Collaboration Obvious that the presentation was created by one person Students make poor choices for group members. The group is unable to complete the video in a timely fashion Presentation a result of a group effort, but only some members contributed Students select group members according to social desires. Some students in the group participate actively. Few students excel in the activities Students worked together and were assigned different roles Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Most students excel in the activities Effective teamwork. The final product represents something that would have been impossible to accomplish working alone. Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Each student excels
Cooperative Group Work Cannot work with others. Cannot share decisions or responsibilities. Works with others, but has difficulty sharing decisions and responsibilities. Works well with others. Takes part in most decisions and contributes fair share to group. Works well with others. Assumes a clear role and related responsibilities. Motivates others. Copyright There are no citations or are no references to copyright information for photos, graphics, and music created by others. Citations are given, but some multimedia sources are not identified with references, and permission to reproduce is missing. Citations are given, sources of multimedia are identified, but permission to reproduce is missing. Citations give proper credit. Every photo, graphic or sound file is either original or permission for its use by the owner is documented. www.cheney268.com/Learning/.../VideoPresentationRubric.doc Video Presentation Rubric Beginning 1 – 12 Developing 13 - 24 Accomplished 25 - 37 Distinguished 38 - 50 Content & Organization – Is your project organized and documented? Not organized. Difficult to follow. Poor quality shows poor effort. Portions may be poorly documented and/or organized. Hard to follow the progressions of the story. Explanation shows some effort. Fairly well documented and organized. Format is easy to follow. Good explanation shows good effort. Program shows a continuous progression of ideas and tells a complete, easily followed story. Well documented and organized. Excellent, well thought out explanation shows superior effort. Usefulness – Project’s usefulness is in question. Does Project demonstrated Project is focused and informative; Project is focused and very
Does your video stay focused on an informative topic? Does it promote the use of technology to inform the audience about the topic? not inform; does not stay focused on the topic. development of computer technology; has problems staying focused on topic. promotes the use of computer technology to create the video to deliver information. informative; promotes the use of computer technology to create the video and makes others want to use the same type of format in delivering information to an audience. Creativity & Elements of Design – Is your video interesting? Did your choice of elements such as film clips, pictures, backgrounds, and transitions enhance the project? Use of elements detracts from video. Too many or too gaudy graphics; transitions, too many clips, backgrounds and/or sounds detract from content. Pictures or video clips may be out of focus or “shaky”. Minimal use of design elements. No transitions. Sound is lacking or inappropriate or scratchy. Some pictures or video clips may be out of focus or “shaky”. Good use of graphics and/or other design elements. Some transitions are inappropriately placed. Sound quality is OK. Video clips or pictures are clear and in focus. Excellent sense of design. Effective camera techniques used for the video and pictures. Video and pictures are I focus and of good quality. Smooth transitions are appropriate and aid in delivery of the presentation. Mechanics – Did you check your grammar and usage? Have you correctly documented sources and obeyed copyright rules? Includes five or mare grammatical errors, misspellings, punctuation errors; sources are not documented. Includes 3 – 4 grammatical errors, misspellings, punctuation errors; some sources are documented but not correctly. Includes 2 – 3 grammatical errors, misspellings, punctuation errors; sources are documented and correctly and copyright law has been followed. Grammar, spelling, punctuation, capitalization are correct; sources are documented correctly and copyright law has been followed.
Script/ Storyboard 12-15 points The storyboard illustrates the video presentation structure with thumbnail sketches of each scene. Notes of proposed transition, special effects, sound and title tracks incl: text, color, placement, graphics, etc. Notes about proposed dialogue/ narration text are included. 8-11 points The storyboard includes thumbnail sketches of each video scene and includes text for each segment of the presentation, descriptions of background audio for each scene, and notes about proposed shots and dialogue. 4-7 points The thumbnail sketches on the storyboard are not in logical sequence and do not provide complete descriptions of the video scenes, audio background, or notes about the dialogue. 0-3 points There is no evidence of a storyboard or script. Content/ Organization 15-20 points The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to the understanding of the project’s main idea. Events and messages are presented in a logical order. Includes properly cited sources. 10-14 points Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project’s main idea. Details are logical and persuasive information is effectively used. The content includes a clear point of view with a progression of ideas and supporting information. Includes properly cited sources. 5-9 points The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea. Includes few citations and few facts. 0-4 points Content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic are articulated. Information is incorrect, out of date, or incomplete. No citations included.
Quality 12-15 points Movie was completed and had all required elements. The video was well edited and moves smoothly from scene to scene with proper use of transitions. Audio and other enhancements were well used. 8-11 points Movie was completed and contained all required items. Editing was not done as well as it should have been. Some poor shots remain. Movie is still somewhat choppy. Audio and other enhancements were utilized, but not for maximum effect. 4-7 points Movie was made, but had very little if any editing. Many poor shots remain. Video was very fragmented and choppy with little to no audio reinforcement. 0-3 points There was no movie, or tape was totally unedited with no transitions or audio support of any kind. Teamwork 12-15 points Student met and had discussions regularly. All students on the team contributed to the discussion and were part of the final project. Team members showed respect with each other. 8-11 points Students met and had discussions regularly. Most of the students on the team contributed to the discussion and were part of the final project. Team members mostly showed respect with each other. 4-7 points Only a couple of team meetings were held. Most of the students on the team contributed at some level, but a majority of the work was done by one or two. 0-3 points Meetings were not held and/or some of the team members did not contribute at all to the project. Low levels of respect were evident within the team. Timeliness 12-15 points All project deadlines were met. 8-11 points Most project deadlines were met. Those that were late did not have significant impact on the finished project. 4-7 points Many project deadlines were not met, resulting in some impact on the finished project. 0-3 points Deadlines were regularly missed, having a significant impact on the final project.
Final Score - theory integration (praxis) http://www.jordan.pausd.org/department/public/art~mmedia/vrubric.html Evaluation Rubric for Video Production Levels of Performance Dimensions of Performance Below Standard Score: 1-2 Satisfactory Score: 3 Accomplished Score: 4 ExcellentScore: 5 Planning Research, Storyboarding, and Rehearsal Students need help to research and write a script. The storyboard does not match the final production. Some group members have roles and some perform very few tasks. Some video vocabulary and floor language is used during rehearsals. Students need to Students need help to research and write a script. There is a storyboard that is adhered to during production. Most group members have roles and use some video vocabulary and floor language during rehearsals. Students need to be reminded to stay on task. Students research and write a compelling and creative script. The storyboard is drawn carefully with shot compositions included. All group members have their and use video vocabulary and floor language during rehearsals. Students research independently and write a compelling and creative script. The storyboard is drawn carefully with set design and shot compositions included. All group members define their roles and use video vocabulary and floor language during rehearsals.
groups work group members. The group is unable to complete the video in a timely fashion according to social desires. Some students in the group participate actively. Few students excel in the activities based on good working relationships. All students in the group participate actively 100% of the time. Most students excel in the activities good working relationships. All students in the group participate actively 100% of the time. Each student excels in every activity