Digital Story Assessments

Based on the Digital Story / Multimodal Composition Exploration, section on assessment, what follows are the approaches developed by students.

Assessment Assignment

As you develop an holistic approach to assessing your digital story, consider the models from the Callow article and the Kuhn piece. Also consider Anstey and Bull (2008, table 8). These are hopefully complementary.

Author a statement about your multimodal composition that answers this question: what are you trying to achieve as a form of communication or as an educational text?

Base your statement on all the areas that we have been studying from multimodal literacy such as the aspects of photographic design, visual semiotics and the four other semiotic domains, and rhetorical analysis.

To determine what you are trying to achieve, recognize the production problems and challenges you solve along the way. As you are producing your digital story, be cognizant of those aspects of the production process that are of central concern to you and your group members. There are issues that relate principles of visual design (composition) and/or visual rhetoric to critical as well as educational dimensions. What do you consider during the production process to better insure that your digital story effectively communicates or educates? These are potential assessment criteria.

From the statement(s) about your multimodal composition, can you identify for your own project (with the help of the Callow structure):

Features to assess;
Assessment questions or statements;
Performance indicators

Callo suggests the follow three dimensions. Are there others such as education that you might think to add?

Affective;
Compositional;
Critical.

Assessments

Digital Story Rubric/ Assessment

Affective response	3Provokes inquiry or thought about what will happen next throughout story from viewers.	2Gets viewers’ attention but is not able to maintain throughout story.	1Does not evoke viewers curiosity about what will happen next at any point in story.
Spatial semiotic	Images are arranged in a systematics way to promote understanding of story.	Images are present but story is difficult to follow.	Images are randomly placed without a defined story.
Organizational meaning	Composition and layout helps effectively tell story.	Composition and layout are not used to help with the understanding of story.	Composition and layout take away from the frame of the story.
Visual semiotic	The text and images gives a clear vision of a sequential story.	Text and images support digital story.	Text and images do not correspond with story.

Total possible = 12

4 Mastery	3 Proficient	2 Developing	1 Lacking
Visual Semiotics	The images, vectors, and viewpoint clearly demonstrate the understanding of the videos content.	The images, vectors, and viewpoint aid the understanding of the videos content.	The images, vectors, and viewpoint somewhat assist in the understanding of the videos content.	The images, vectors, and viewpoint are not pertinent the understanding of the videos content.
Linguistic Semiotics	Story’s language always includes proper vocabulary and grammar relevant to the specified topic.	Story’s language frequently includes vocabulary and grammar relevant to the specified topic.	Story’s language rarely includes vocabulary and grammar relevant to the specified topic.	Story’s language elements are not relevant to the specified topic.
Spatial Semiotics	Story’s images and text placements on the pages are beneficial to the flow of the video.	Story’s images and text placements on the pages are somewhat beneficial to the flow of the video.	Story’s images and text placements on the pages are distracting to the flow of the video.	Story’s images and text placements on the pages are non-coherent to the flow of the video.

4	3	2
Sequential Accuracy	Demonstrates superior use of sequential design to inform audience through video/pictures.	Demonstrates successful use of sequential design to inform audience through video/pictures.	Demonstrates mediocre use of sequential design to inform audience through video/pictures.	Lacks the use of sequential design to inform the audience through video/pictures.
Visual Semiotics through video	Demonstrates superior use of visual semiotics through video.	Demonstrates successful use of visual semiotics through video.	Demonstrates mediocre use of visual semiotics through video.	Lacks the use of visual semiotics through video.
Linguistic Analysis	Demonstrates a deep understanding of the text through accurate linguistic analysis.	Demonstrates a good understanding of the text through accurate linguistic analysis.	Demonstrates a mediocre understanding of the text through accurate linguistic analysis.	Lacks understanding of the text through accurate linguistic analysis.

Digital Storytelling Rubric/Blog Post 10

4 Ready	3 Maturing	2 Emerging	1 Budding
Visual Semiotics	The images used in the comics show knowledge of the Bill of Rights and shows an impressive use of visuals.	The images used in the comics show knowledge of the Bill of Rights and shows an adequate use of visuals.	The images used in the comics show knowledge of the Bill of Rights and shows a lacking use of visuals.	The comic strip does not show understanding of the Bill of Rights and does not use visuals adequately.
Sequence Semiotics	The Images display a profound and impressive change from past to present in a sequence.	The Images display a profound and adequate change from past to present in a sequence.	The Images display a lacking view of past and present sequencing.	The Images do not display a good view of past and present sequencing.
Spatial Semiotics	The images used in the comics are placed in a correct fashion for a impressive and correct flow.	The images used in the comics are placed in a correct fashion for an adequate flow of the story.	The images used in the comics are placed in a correct fashion for a lacking flow to the story.	The images used in the comics are placed in a incorrect fashion for a distracting flow.
Effective Semiotic	Students show clear understanding of images message.	Students show adequate understanding of the message.	Student understanding is lacking and Emerging.	Students do not show understanding of the projects message.

Digital Storytelling Assessment Criteria

Exceeds Expectations	Meets Expectations	Fails to meet Expectations
3	2	1
Expressions and tones	Expressions and/or tones extend the text to evoke emotion	Expressions and/or tones add meaning	Expressions and/or tones lack an emotional response
Creativity	Insightful and unique principles (language, harmony, balance, repetition) are evident	Principles (language, harmony, balance, repetition) are apparent	Principles (language, harmony, balance, repetition) are absent
Views (shots, angles)	Uses multiple camera shots to extend the meaning of the story	Uses some camera shots to adequately tell the story	The use of camera shots is basic and does not add to the value of the story
Symbolism	The symbolism used is powerful and intentional	The symbolism used is routine	The symbolism is dull
Purpose	The purpose of the story is clear and concise	The purpose of the story is implied	The purpose of the story is unclear
Content	Highly effective situations were used to tell the story	Satisfactory situations were used to tell the story	Inappropriate situations were used to tell the story
Coherent	Ideas are creative, organized and flow together smoothly	Ideas are evident and mostly organized	Ideas lack consistency and are not organized

Assessment for Digital Storytelling

4 points-Excellent

3 points-Good

2 points-Sufficient

1 point-Not meeting requirements

Images	Do the images enhance the learning and experience the children receive from this lesson.	Do the images add some sort of enhancement to the learning.	The images add minimal enhancement to the learning.	Images add no enhancement to the learning.
Text/Content	The text in the story are very easy to follow and include beneficial information.	The text add some beneficial information and is somewhat easy to follow.	The images add minimal useful information.	The text is very hard to follow and has little to no beneficial information.
Standards	The lesson follows multiple CCSS.	The lesson somewhat follows CCSS standards.	The lesson does not follow all of the points in the standards.	The lesson has no standards mentioned and no standards were followed.
Navigating the site	The site is very easily navigated and easy to follow.	The website can be navigated somewhat with little confusion.	The website is hard to navigate and creates confusion.	The website is near impossible to navigate.

	4	3	2	1
Use of photographic design	Demonstrates superior use of photographic design to inform audience through pictures.	Demonstrates successful use of photographic design to inform audience through pictures.	Demonstrates mediocre use of photographic design to inform audience through pictures.	Lacks the use of photographic design to inform the audience through pictures.
Visual Semiotics through video	Demonstrates superior use of visual semiotics through video.	Demonstrates successful use of visual semiotics through video.	Demonstrates mediocre use of visual semiotics through video.	Lacks the use of visual semiotics through video.
Rhetorical Analysis of text	Demonstrates a deep understanding of the text through accurate rhetorical analysis.	Demonstrates a good understanding of the text through accurate rhetorical analysis.	Demonstrates a mediocre understanding of the text through accurate rhetorical analysis.	Lacks understanding of the text through accurate rhetorical analysis.