Digital Storytelling Assessment Tool

Digital Story Assessment Traits

ED 386

Morgan Garan, Julia Skubik, Bridget Wazevich

4 Criteria Assessed:

Project planning

Content understanding

Economy

Flow, organization, and pacing

Rubric:

Criteria:	10 (meets)	5 (approaches)	0 (does not meet)	Score:
Project planning	Evidence of solid planning in the form of story maps and scripts. Evidence is clearly developed and follows logical organization. Planning storyboard and script is included along with the final production to serve as evidence for this criteria.	Evidence of some planning in the form of story maps and scripts.  Planning storyboard and script is included along with the final production to serve as evidence for this criteria. Could use more development to solidify evidence. Lower effort on planning materials is evident.	No evidence of planning in the form of story maps or scripts.  More development needs to be done to present evidence. Planning storyboard and script is not included along with the final production to serve as evidence for this criteria. No effort in planning materials is evident.	__/10
Content understanding	Digital story showcases a clear understanding of students learning with technology.  At least three specific examples are given to prove understanding of learning with the respective technology.	Digital story showcases a rudimentary understanding of students learning with technology. Less than three examples are given to prove understanding of learning with the respective technology.	Digital story does not showcase an understanding of students learning with technology. No examples are given to prove understanding of learning with the respective technology.	__/10
Originality, voice, and creativity	Production has clear evidence of creativity and new ideas not before mentioned in class examples.  Student brings a fresh perspective to the project and extensively ties in personal voice by including how the technology personally connects to their experience. Student incorporates ways of dialouge to propel the story along.	Production has some evidence of creativity and new ideas not before mentioned in class examples.  Student brings a fresh perspective to the project and briefly ties in personal voice by including how the technology personally connects to their experience. Student incorporates ways of dialouge to propel the story along.	Production has no evidence of creativity and/or uses ideas mentioned in class examples.  Student’s perspective is commonly used, does not tie in personal voice, and does not include how the technology personally connects to their experience. Student does not incorporate dialouge to propel the story along.	__/10
Flow, organization, and pacing	Video had clear storyline that flowed well from part to part without causing disorientation. Overall, storyline was clear and easy to follow along with.	Video had a storyline, but it was unclear at times and there were some bumps and caused some disorientation along the way. At times, storyline was hard to follow along with.	There was no clear evidence of a storyline and the video caused disorientation throughout it. It was hard to follow along and there was evidence of disorganization.	__/10
				Total: __/40

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