Video Project Grading Rubric - BEA 214 Presentation by Sam Edsall
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Video Project Grading Rubric - BEA 214 Presentation by Sam Edsall

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This discusses the evolution of a rubric design for evaluating student video productions.

This discusses the evolution of a rubric design for evaluating student video productions.

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  • Thou Shalt Assess They Student:*The charge comes from the Provost* Department assessment plan developed. Also makes an annual assessment report.* Department plan reviewed by the Dean (his/her staff)* Plan then submitted to the Provost (again, his/her staff)* Provost has an Assessment Team that evaluates department plans and annual assessment reports and makes recommendations on how to improve student assessment* (The Assessment Nazis)
  • Our Charge:* Identify learning outcomes - what should they know?* Assess student achievement of those outcomes – how are they doing?* Analyze the results – what are they getting? What are they not getting?* Use the results to enhance pedagogy – make adjustments
  • Narrative Evaluations:* Go through the project from start to finish and point out strengths and weaknesses within the project.* Thorough – sometimes the narrative could be 2-3 pages long* Turned into a giant checklist, especially for senior production rough cut evaluations. Students make the fixes and resubmit the final cut for further evaluation.
  • Weaknesses:* Although the narrative is thorough, it was difficult to see at a glance what worked and what didn’t for any given project* Linear evaluation – I could discuss similar strengths or weaknesses at different points within the same project. * Looking back, it was hard to connect the dots, track patterns.
  • Break down the project into its subcomponents* Shooting* Audio* Lighting* EditingGood for the student* Better see how they did on each subcomponent of their project* How do they compare to others in the classGood for the instructor* Is the student getting better as the semester progresses?* Is the class showing a general proficiency or weakness with their projects?
  • So, where do I start?* Without reinventing the wheel, what’s already out there?* What do I look for when grading a video project?* Mixing it together into something that works for me and also works for my students
  • Ten Categories:* Initially had 9 categories and decided to add submission standards as the 10th item = 100%No Secrets:* The rubric is discussed at our first class and in the course syllabus* A copy of the rubric is included on the university blackboard “Western Online”* Rubric is filled out, grade is posted online in their grade book, and a copy of the rubric is sent to them via email.* A copy of their rubric is kept in my Dropbox course folder
  • Project objectives* Does the end result match their project proposal?* Did it succeed in its mission?* No proposal submitted = 0 scoreKnowledge & Resources* How well did the student tap into knowledgeable sources?* Does it look and sound like they knew what they were talking about?* Did they wing it?
  • Creativity:* Originally I had creativity and organization is the same category, later decided to split it up* Does the project capture and maintain viewer interest?Organization:- * Is the project laid out in a way that makes sense? Does the story have a beginning, middle and end?
  • Videography:* Camera skills – steady, focus, variety of shots, composition of shotsLighting:- * Inside and outside lighting, use of ENG lights for interior lighting, consistent color
  • Audio:* Control of primary audio – sound byte, stand-up, narration at peak level* Control of secondary audio – natural sound, music and sound effects* Mix between the two* Good choices of sound sources – does it set the mood, interfereEditing:* Pacing, use of B-roll, sequencing shots, choice of transitions and effects* Edit glitches such as black flashes, jump cuts, flash frames?
  • Video graphics:* Color, size and placement make sense for the given project* Are they consistent?* How about spelling?Overall Quality:* My take on their project after considering all the strengths and weaknesses* The Provost Assessment team is not too thrilled with this category – too subjective for them.
  • Score Deductions:Late Submission:* 20-points off for each school day late* Most projects are due Friday noon. * Some students will sacrifice 20 points to have the weekend to finish editing.DVD Submission:* Exporting the project correctly.* Full quality MOV for them* iPod evaluation version for me* Labeled and in a protective sleeve
  • Rubric Advantage: - * Look at early project to final project rubric and see what’s changed* Average the category scores of all the students  are they getting it? * What could be better? What do I need to stress next time around?
  • Looking Ahead: - * What I would like is to enter my evaluations straight into Blackboard or some spreadsheet* Keep track of student performance as the semester progresses – are their skills improving or staying about the same? * How’s the class doing as a whole?

Video Project Grading Rubric - BEA 214 Presentation by Sam Edsall Video Project Grading Rubric - BEA 214 Presentation by Sam Edsall Presentation Transcript

  • Sam Edsall, Professor Department of Broadcasting Western Illinois University Assessing Video Projects BEA Assessment Workshop
  • About Our Program  Department of Broadcasting  200 majors, 35 minors  3 tracks  News & Performance  Production  Sports Production
  • Student Assessment  From the Provost:  “Plans for the assessment of student learning in the major are developed, reviewed and revised as needed by the departments, reviewed by college deans, and submitted to the Office of the Provost. Approval of major assessment plans rests with the Provost's Office.”
  • Student Assessment  Identify learning outcomes  Course/Assignment objectives  Assess the students' achievement of those outcomes  How are they doing?  Analyze the results of learning assessment  What are they missing?  Use those results to enhance curriculum and the teaching- learning process  Make adjustments
  • Before the Rubric  Narrative evaluations  “This is good”  “That needs work”  Strengths  Thorough  Checklist on what needs fixing  Tended to be long
  • Narrative Weaknesses  Assessing at a glance difficult to do  What was good?  What was not so good?  Linear evaluation  Similar items discussed at different points within the narrative  Hard to track patterns
  • Rubric Development  Break it down  Divide the project into measureable subcomponents  Good for the student  Better assess specific strengths and weaknesses within their production  Good for the instructor  Easier to gauge individual student growth  Identify class-wide proficiencies and deficiencies that can be addressed in course pedagogy
  • Rubric Development  What’s out there?  What can I learn from others?  What do I need to make this work?  Make a mash-up  Mix it all together into something that will work for the instructor and student
  • The Result  Ten categories  0-10 point scale  Room for comments  No secrets  Rubric discussed in syllabus  Copy available online  Each project uses the same form
  • The Result  Project Objectives  Does the end result match their project proposal?  Knowledge & Resources  Level of research into the project
  • The Result  Creativity  Does the project attract and maintain viewer interest?  Organization  Does it make sense?
  • The Result  Videography  Camera skills  Lighting  Control of lighting inside and outside, coloring
  • The Result  Audio  Control of primary and secondary audio sources  Editing  Pacing, use of B-roll, bad edits
  • The Result  Video Graphics  Color, size, placement, consistent and SPELLING   Overall Quality  How does this compare to other student competition entries
  • The Result  Deductions:  Late Submission  20-point penalty for each school day late  DVD Submission  Saved in proper format  Labeled and in a protective sleeve
  • Assessment by Rubric  Check the Charts  Individual  Is the student improving in areas they were weak at before?  Class as a whole  Overall skill levels  Any stubborn spots?
  • Looking Ahead  Part of Blackboard  Evaluate online  Everything stays digital  Analyze the results  Student progress reports  Track class performance as the semester progresses
  • Sam Edsall, Professor Department of Broadcasting Western Illinois University Assessing Video Projects BEA Assessment Workshop