Based on what we discussed in class and the chapter on evaluating digital stories I have created the following rubric. This is the first draft and I would like your feedback.
I hadn't thought about evaluating transitions and progressions but that makes sense because poor or inconsistent transitions can disrupt the flow of the story. What about adding references and citations as a criteria?
Not sure about the Youtube part?? Was that mentioned in class and I missed it? I think that it is good overall, but I am not sure that it works for this project as some of the topics weren't covered in class. So, how can you grade an element that you haven't covered? Not sure about this just thinking. I think Priscilla's idea of adding reference is good. I did like how you made it worth an non 5 unit amount. Often people use 5, 10, and 50 as their measures. I haven't seen one that still gives you the percentage that you want and lets you use different numbers. I will be using this to make figuring of grades easier
I like it. I know that is probably the lamest answer I could give you, however, I don’t know if I have a suggestion that makes the rubric better, only different. I like the categories Mastery of Content, Graphics/ Video Images, and Meets Project Requirements. I understand the need to have a mechanism in the rubric that gauges effort, and Quality of Work fits the bill nicely. My only concern is that the final quality of the product may not be reflective of my understanding of DST or my efforts toward the project itself. It is possible that my inexperience in using most of the technology that we employed during the project (iMove, iPad and Flip cam) hindered my ability to create what was intended. I am not making a preemptive excuse, just voicing a concern. I think intention should count. If the final project falls short in production quality because my transitions were rough and I made a bad music chose, that does not mean that I or some else did not put their heart into the project, it may mean they we need more practice with the equipment. Just a thought.
I like the use of citations as Priscilla suggest. At this stage in our academic careers, all of us should be mindful of citing our sources. I also like having the opportunity to have a say in the shaping of the rubric. I find it amazing that, in my own classroom, I am constantly preaching creativity and yet I rob them of the opportunity to have a voice in the projects that they create. I love this idea and will be implementing it in my own class.
Not admitting being jaded, I just toyed with my own imagination and be playful and think of my audience. That is what I do. Restrictions can be distracting to students' creativity. Let us as teachers, embrace the Tao of teaching. No boundaries, no dualities, student and teacher learning fr. each other.
Dan, I understand what you mean about the final product not necessarily conveying mastery of the topic of digital storytelling. What I wonder is if that makes evaluating story boarding or story mapping more valuable. I would think that would reflect the thought process of putting understanding of a topic into a digital story. I know we're not including that for this project but it might be something to consider going forward in this class and in creating rubrics for digital stories in our classrooms.
I agree with the thread of thought that first videos most often won’t be perfect and we should be careful to grade knowing that it was many of our first time using these technologies. Teachers should scaffold their expectations of students’ projects just as they would scaffold their learning. As the students have more practice with digital stories, the expectations when assessing should also rise.
That said, I think that the rubric is rich in detail and will give each group the chance to see exactly where their strengths and weaknesses lie. Of course we all love to get A’s, but I’m sure most of us would say that this first DST video was huge learning experience. The rubric will allow us to learn from this project and create even better projects in the future.
Alethea, I also missed the part about uploading this to youtube. Dr. Penny, was that expectation set for this video already? I’ll have to check in with my group about getting that uploaded…
Priscilla has a great idea to incorporate a reflective piece. As a teacher wary of giving a substantial group project, I would like to hear how groups were able to function so well. One of the biggest concerns with group work is helping to support groups. My group worked particularly well, and I'm sure other groups cpuld also share their experiences. Perhaps we could use a google form to create this?
I think the rubric is fine. However, I think it would have been more beneficial if our group had an opportunity to review and discuss the rubric in class. This would allow us an opportunity to make adjustments as needed. There are a few things that I feel need to be demonstrated in class. For example, I am not familiar with how to upload a video to YouTube, I am sure it's a simple process, but one that should be demonstrated.
I am fortunate to belong to a group that is more technologically advance than I which will allow us to meet the major parts of this rubric evaluation. I am still learning how to be more effective and creative with transitions and progression. I could definitely use some help in these areas. I am hoping that you would have an example of a project that meets the advanced stages of this rubric that we can view/discuss before our next project.
I think the rubric looks good as well. Reading others comments I agree with many parts. I think Priscillas recommendation of citing sources would be good because I'm sure everyone used a clip and/or material from another source other then themselves. I also agree with David with being able to see the rubric before we started the project. The project was very broad which made it hard at first to narrow down what we needed to do. Having the rubric in the beginning may have helped my group with narrowing down certain topics we wanted to add/delete from our project!
I like the rubric, the only section that sticks out to is me is transitions. Probably because my group decided to each do a one min digital story and our transitions are not perfect! I think citations are important but difficult to add to a rubric unless there is a given number of citations for the project to get 12,9,6 etc points. Is there a section for creative expression? Is it even possible to evaluate?
I also like Gordon's idea about a reflection on google docs. Finally, I think this rubric was created during our creation of our group projects. Dr. Penny noticed what areas we were focusing on and seemed to mold his rubric around what we were doing. I do agree though, perhaps we can create the next rubric before our next project.
I feel the rubric is organized pretty well. I like the more specific criteria (such as length being 5-7 minutes and if it's uploaded to YouTube or not) That give a clear line of either you did it or you didn't. However as we discussed in class, having certain criteria - such as 5 pictures, 2 videos, etc. could all be incorporated, yet not produce a quality digital story - so I do like that the rubric allows for groups to be creative and come up with their own format to meet the other requirements. The only thing I would like to point out (as we also discussed in class i think?) is to show an outstanding example / demo of what each group should strive for so they have an easier time of what the project should come out to. This would help them be more motivated to go above & beyond - not just meet the minimum. Also, having the rubric ahead of time with a discussion opportunity for questions & clarification would be awesome...which we didn't get a chance to do so please grade nicely this time around :D On the upside, this is an important lesson for us as teachers to realize how important it is to have a rubric & be specific & clear about what we want out of students with the projects they work on.
I like Danj12000's suggestion that intentions should count. I always mean well. On standardized testing work given to students there are usually examples of what is meant by the different grades given on the rubric, especially for writing samples. I think that would be extremely helpful so that we get a good sense of what is meant and ideal. One thing that was frustrating to me about the program I used, Animoto, is that it fabricates and adds slides to one's show that are rather meaningless, but are unable to be taken out.
I just finished my rubric and it looks well done. The addition of a reference column could be useful. However, it is one of those topics wherein, students are automatically expected to know that it is necessary to cite your sources. In my days in college, doing a paper automatically means the student knows to cite his/her sources. Isn't this the same? I should remind myself that this is a rubric for grading the content of the DST. This is not a rubric to measure how well the student did his/her bibliography, although it is part of the overall grade of the paper. I am not sure, but, in my opinion, citing sources is important, but should not be part of the rubric to grade DST.
I hadn't thought about evaluating transitions and progressions but that makes sense because poor or inconsistent transitions can disrupt the flow of the story. What about adding references and citations as a criteria?
ReplyDeleteYes, I think a section on citing sources would be a good addition. Thanks Priscilla.
ReplyDeleteNot sure about the Youtube part?? Was that mentioned in class and I missed it? I think that it is good overall, but I am not sure that it works for this project as some of the topics weren't covered in class. So, how can you grade an element that you haven't covered? Not sure about this just thinking. I think Priscilla's idea of adding reference is good. I did like how you made it worth an non 5 unit amount. Often people use 5, 10, and 50 as their measures. I haven't seen one that still gives you the percentage that you want and lets you use different numbers. I will be using this to make figuring of grades easier
ReplyDeleteI like it. I know that is probably the lamest answer I could give you, however, I don’t know if I have a suggestion that makes the rubric better, only different. I like the categories Mastery of Content, Graphics/ Video Images, and Meets Project Requirements. I understand the need to have a mechanism in the rubric that gauges effort, and Quality of Work fits the bill nicely. My only concern is that the final quality of the product may not be reflective of my understanding of DST or my efforts toward the project itself. It is possible that my inexperience in using most of the technology that we employed during the project (iMove, iPad and Flip cam) hindered my ability to create what was intended. I am not making a preemptive excuse, just voicing a concern. I think intention should count. If the final project falls short in production quality because my transitions were rough and I made a bad music chose, that does not mean that I or some else did not put their heart into the project, it may mean they we need more practice with the equipment. Just a thought.
ReplyDeleteI like the use of citations as Priscilla suggest. At this stage in our academic careers, all of us should be mindful of citing our sources. I also like having the opportunity to have a say in the shaping of the rubric. I find it amazing that, in my own classroom, I am constantly preaching creativity and yet I rob them of the opportunity to have a voice in the projects that they create. I love this idea and will be implementing it in my own class.
Not admitting being jaded, I just toyed with my own imagination and be playful and think of my audience. That is what I do. Restrictions can be distracting to students' creativity. Let us as teachers, embrace the Tao of teaching. No boundaries, no dualities, student and teacher learning fr. each other.
ReplyDeleteDan, I understand what you mean about the final product not necessarily conveying mastery of the topic of digital storytelling. What I wonder is if that makes evaluating story boarding or story mapping more valuable. I would think that would reflect the thought process of putting understanding of a topic into a digital story. I know we're not including that for this project but it might be something to consider going forward in this class and in creating rubrics for digital stories in our classrooms.
ReplyDeleteI agree with the thread of thought that first videos most often won’t be perfect and we should be careful to grade knowing that it was many of our first time using these technologies. Teachers should scaffold their expectations of students’ projects just as they would scaffold their learning. As the students have more practice with digital stories, the expectations when assessing should also rise.
ReplyDeleteThat said, I think that the rubric is rich in detail and will give each group the chance to see exactly where their strengths and weaknesses lie. Of course we all love to get A’s, but I’m sure most of us would say that this first DST video was huge learning experience. The rubric will allow us to learn from this project and create even better projects in the future.
Alethea, I also missed the part about uploading this to youtube. Dr. Penny, was that expectation set for this video already? I’ll have to check in with my group about getting that uploaded…
Priscilla has a great idea to incorporate a reflective piece. As a teacher wary of giving a substantial group project, I would like to hear how groups were able to function so well. One of the biggest concerns with group work is helping to support groups.
ReplyDeleteMy group worked particularly well, and I'm sure other groups cpuld also share their experiences. Perhaps we could use a google form to create this?
I think the rubric is fine. However, I think it would have been more beneficial if our group had an opportunity to review and discuss the rubric in class. This would allow us an opportunity to make adjustments as needed. There are a few things that I feel need to be demonstrated in class. For example, I am not familiar with how to upload a video to YouTube, I am sure it's a simple process, but one that should be demonstrated.
ReplyDeleteI am fortunate to belong to a group that is more technologically advance than I which will allow us to meet the major parts of this rubric evaluation. I am still learning how to be more effective and creative with transitions and progression. I could definitely use some help in these areas. I am hoping that you would have an example of a project that meets the advanced stages of this rubric that we can view/discuss before our next project.
I think the rubric looks good as well. Reading others comments I agree with many parts. I think Priscillas recommendation of citing sources would be good because I'm sure everyone used a clip and/or material from another source other then themselves. I also agree with David with being able to see the rubric before we started the project. The project was very broad which made it hard at first to narrow down what we needed to do. Having the rubric in the beginning may have helped my group with narrowing down certain topics we wanted to add/delete from our project!
ReplyDeleteI like the rubric, the only section that sticks out to is me is transitions. Probably because my group decided to each do a one min digital story and our transitions are not perfect! I think citations are important but difficult to add to a rubric unless there is a given number of citations for the project to get 12,9,6 etc points. Is there a section for creative expression? Is it even possible to evaluate?
ReplyDeleteI also like Gordon's idea about a reflection on google docs. Finally, I think this rubric was created during our creation of our group projects. Dr. Penny noticed what areas we were focusing on and seemed to mold his rubric around what we were doing. I do agree though, perhaps we can create the next rubric before our next project.
ReplyDeleteI feel the rubric is organized pretty well. I like the more specific criteria (such as length being 5-7 minutes and if it's uploaded to YouTube or not) That give a clear line of either you did it or you didn't. However as we discussed in class, having certain criteria - such as 5 pictures, 2 videos, etc. could all be incorporated, yet not produce a quality digital story - so I do like that the rubric allows for groups to be creative and come up with their own format to meet the other requirements. The only thing I would like to point out (as we also discussed in class i think?) is to show an outstanding example / demo of what each group should strive for so they have an easier time of what the project should come out to. This would help them be more motivated to go above & beyond - not just meet the minimum. Also, having the rubric ahead of time with a discussion opportunity for questions & clarification would be awesome...which we didn't get a chance to do so please grade nicely this time around :D On the upside, this is an important lesson for us as teachers to realize how important it is to have a rubric & be specific & clear about what we want out of students with the projects they work on.
ReplyDeleteI like Danj12000's suggestion that intentions should count. I always mean well.
ReplyDeleteOn standardized testing work given to students there are usually examples of what is meant by the different grades given on the rubric, especially for writing samples. I think that would be extremely helpful so that we get a good sense of what is meant and ideal.
One thing that was frustrating to me about the program I used, Animoto, is that it fabricates and adds slides to one's show that are rather meaningless, but are unable to be taken out.
I just finished my rubric and it looks well done. The addition of a reference column could be useful. However, it is one of those topics wherein, students are automatically expected to know that it is necessary to cite your sources. In my days in college, doing a paper automatically means the student knows to cite his/her sources. Isn't this the same? I should remind myself that this is a rubric for grading the content of the DST. This is not a rubric to measure how well the student did his/her bibliography, although it is part of the overall grade of the paper. I am not sure, but, in my opinion, citing sources is important, but should not be part of the rubric to grade DST.
ReplyDelete