Assessment+and+Rubrics

=Assessment & Rubrics=

3rd Grade
Video Pre-production and Research Rubric
 * CATEGORY || 4 || 3 || 2 || 1 || Score ||
 * Teamwork || Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. || Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. || A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. || Meetings are not held AND/OR some team members do not contribute a fair share of the work. || ||
 * Concept || Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. || Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. || Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. || Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contriubtions will help them reach the goal. || ||
 * Script || Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional. || Script is mostly complete. It is clear what each actor will say and do. Script is shows planning. || Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete. || There is no script. Actors are expected to invent what they say and do as they go along. || ||

Video Production Rubric


 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Position Statement || The position statement provides a clear, strong statement of the author's position on the topic. || The position statement provides a clear statement of the author's position on the topic. || A position statement is present, but does not make the author's position clear. || There is no position statement. ||
 * Support for Position || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases, or arguments and has provided at least 1 counter-argument. || Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||
 * Audience || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">It is not clear who the author is writing for. ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Appearance || <span style="font-family: Arial,sans-serif; font-size: 10pt;">A distinct atmosphere or tone was created that matches different parts of the interview. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">A distinct atmosphere or tone was created that matches most parts of the interview. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">An attempt was made to create a distinct atmosphere or tone to match some parts of the interview. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Little or no attempt was made to create an appropriate atmosphere/tone. ||

High School
Twiducate Interaction Rubric Final Packet Rubric
 * Category || Description || Max Points || Points Awarded ||
 * Participation || Participation was recorded daily and was not "generic" in context. Student worked to enhance, support, or guide their 3rd grade counterparts in their project. Non-participation for a day will result in a point deduction. Generic responses (good job, nice work, etc.) will result in point loss. || 10 points ||  ||
 * Support, Enhancement, or Guidance || Students worked with their 3rd grade counterparts as if they were working on their own projects. They brought a great sense of collaboration to the project and helped their counterparts feel connected as members of our class. || 10 points ||  ||
 * Relational Topic || Students connected the PSA project of their 3rd grade counterparts to their own news story to provide arch to the overall broadcast and connection to their peers at a distance. || 10 points ||  ||
 * Pre-Production / Research **
 * ** Item ** || ** Criteria ** ||


 * || ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Script ** || Script is compete, **well written** and **clearly** tells the story. Sound bites are introduced smoothly. Stand up summary statement is **strong**. || Script is complete, tells the story **but** jumps around a bit. Sound bites introduced but may be incorrectly phrased. Stand up relates to story. || Script is complete but poorly written **and/or** Soundbites introduced incorrectly **and/or** stand up incomplete. || Script isn't complete **and/or** soundbites not introduced **and/or** stand up not done. ||


 * Production **
 * ** Item ** || ** Criteria ** ||


 * || ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Focus ** || ** Accurately describes ** the article and generates reader interest. || Generates reader **interest**. || Describes article but does not generate reader interest.. || Does not describe article and does not generate reader interest. ||
 * ** Framing Techniques ** || Information is in **logical**, interesting sequence which the reader can follow. || Student(s) present information in **logical** sequence which the reader can follow. || The reader has **difficulty following** work because student **jumps** around. || Sequence of information is difficult to follow. ||
 * ** Interview Setup ** || ** All ** W's and H are **accurately and logically** answered. || 5/6 are **accurately and logically** answered. || 4/6 are accurately and logically answered. || 3/6 or less are answered. ||
 * ** Interview Conducting ** || Student(s) generate **informed** questions and set up appointments. || Student(s) accurately conduct three interviews. || Student(s) conduct **two or less** interviews. || Student(s) conduct **one interview and/or** it is conducted immaturely and inaccurately. ||
 * ** Location of Shots ** || Sources are **accurately cited** and spelling is correct. || Sources are accurately cited and there is one error in spelling. || Sources are accurately cited and there are two or more errors in spelling. || Sources are inaccurately cited and there are three or more errors in spelling. ||


 * Story Content **
 * ** Item ** || ** Criteria ** ||


 * || ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Attract Attention/ Creating the Lead ** || ** Accurately describes ** the article and generates reader interest. || Generates reader **interest**. || Describes article but does not generate reader interest.. || Does not describe article and does not generate reader interest. ||
 * ** Inform and Educate ** || Information is in **logical**, interesting sequence which the reader can follow. || Student(s) present information in **logical** sequence which the reader can follow. || The reader has **difficulty following** work because student **jumps** around. || Sequence of information is difficult to follow. ||
 * ** Narrative ** || ** All ** W's and H are **accurately and logically** answered. || 5/6 are **accurately and logically** answered. || 4/6 are accurately and logically answered. || 3/6 or less are answered. ||
 * ** Sound Bites ** || Student(s) demonstrate **full knowledge** (more than required). || Student(s) are at ease with content, **but** fails to elaborate. || Student(s) are **uncomfortable with content** and are able to demonstrate basic concepts || Student(s) **do not have grasp of information;** student(s) cannot answer questions about subject. ||


 * Creativity **
 * ** Item ** || ** Criteria ** ||


 * || ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Artistic Technique ** || Original. Visually and aurally poetic. Engaging. Style compliments and enhances message. || Unique style is present but overused. Style overshadows substance. || Approach is formulaic. Imitates technique(s) of others. || Lacks personal style. Aesthetically unappealing and uninteresting. ||
 * ** Effective Message ** || ** NPP ** - Story unfolds in a logical and intriguing way. Demonstrates original thinking and careful scripting.

**AVP** - Video attracts attention, reflects script and enhances message. || ** NPP ** - Story follows a logical thread and holds interest.

**AVP** - Video reflects script and supports message. || ** NPP ** - Story follows a logical thread but fails to hold interest.

**AVP** - Video is logical but doesn't reflect the script. || ** NPP ** - Story is disjointed and hard to follow. Information is confusing.

**AVP** - Video does not support script or is incomplete ||


 * Airability **
 * ** Item ** || ** Criteria ** ||


 * || ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Airability ** || News story is appropriate, visually and technically correct and will be aired. || News story is appropriate, visually ready to air but needs technical work. || News story lacks in content and needs technical work to be aired. || News story is unable to air due to lack of/ or inappropriate content. Technically incomplete. ||

Adapted from:

Coco's Classroom. (n.d.). //Broadcast Grading Rubric//. Retrieved August 12, 2012, from [] production/broadcast-journalism/broadcast-journalism-grading-rubric