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.

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Video Project Grading Rubric - BEA 214 Presentation by Sam Edsall

  1. 1. Sam Edsall, Professor Department of Broadcasting Western Illinois University Assessing Video Projects BEA Assessment Workshop
  2. 2. About Our Program  Department of Broadcasting  200 majors, 35 minors  3 tracks  News & Performance  Production  Sports Production
  3. 3. 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.”
  4. 4. 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
  5. 5. Before the Rubric  Narrative evaluations  “This is good”  “That needs work”  Strengths  Thorough  Checklist on what needs fixing  Tended to be long
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. The Result  Project Objectives  Does the end result match their project proposal?  Knowledge & Resources  Level of research into the project
  11. 11. The Result  Creativity  Does the project attract and maintain viewer interest?  Organization  Does it make sense?
  12. 12. The Result  Videography  Camera skills  Lighting  Control of lighting inside and outside, coloring
  13. 13. The Result  Audio  Control of primary and secondary audio sources  Editing  Pacing, use of B-roll, bad edits
  14. 14. The Result  Video Graphics  Color, size, placement, consistent and SPELLING   Overall Quality  How does this compare to other student competition entries
  15. 15. 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
  16. 16. 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?
  17. 17. Looking Ahead  Part of Blackboard  Evaluate online  Everything stays digital  Analyze the results  Student progress reports  Track class performance as the semester progresses
  18. 18. Sam Edsall, Professor Department of Broadcasting Western Illinois University Assessing Video Projects BEA Assessment Workshop

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