Assessment

Here are a couple of ideas for assessing final digital storytelling projects:

Bernajean is a master at evaluation of digital products! Check these out!

Overview of Evaluating Products Peer Review of Digital Stories Scoring Guides These are amazing! You can customize them to match to goals you set for your students!

Here's some pre-assessment questions to bring up during a discussion before you begin a digital storytelling project. These were put into a google form and the studenst answered these individually to show their growth of knowledge as they use digital storytelling tools. For data purposes a number can be assigned for proficient answers before the lesson, and compared to answers after the lesson. · What tools do you like to use for digital storytelling? · Why is digital storytelling important? · What Web 2.0 tools do you use? · What is in you that is important to tell the world? · What are your interests and talents that you would like to communicate? · What stories have you written that you would like to digitally create? ||
 * · Have you ever done a project with digital telling before?

Anecdotal Notes A great way to drive daily instruction is to take careful anecdotal notes to discuss challenges and questions as the assignments are being completed.

Post Assessments Here are a few rubrics to get the ball rolling on post-lesson assessments! || CATEGORY
 * 20 || 15 || 10 || 5 || Subtotal ||
 * Point of View - Purpose || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||  ||
 * Voice - Pacing || The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || No attempt to match the pace of the storytelling to the story line or the audience. ||  ||
 * Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||  ||
 * Economy || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs extensive editing. It is too long or too short to be interesting. ||  ||
 * Grammar || Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || Grammar and usage were typically correct but errors detracted from story. || Repeated errors in grammar and usage distracted greatly from the story. ||  ||

Elementary rubric using Movie Maker
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Point of View - Awareness of Audience || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness of the needs and interests of the target audience. ||
 * Duration of Presentation || Length of presentation was 4 minutes. || Length of presentation was 3 minutes. || Length of presentation was 2 minutes. || Presentation was less than 2 minutes long OR more than 4 minutes. ||
 * Grammar, Spelling, Punctuation || No more than grammar,spelling, or punctuation errors. || Only 2-3 errors in grammar, spelling, or punctuation. || There are no more than 5 grammatical, punctuation or spelling errors. || Repeated errors in grammar and usage distracted greatly from the story. ||
 * Logical Sequence || Establishes a logical sequence early on and maintains a clear focus throughout. || Establishes a logical sequence early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the logical sequence is fairly clear. || It is difficult to figure out the logical sequence of the presentation. ||
 * Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||