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