Video Introduction


4. Above Standard 3. Standard 2. Approaching Standard 1. Below Standard
Video Content:
Information required for the video introduction.
All information was clear and relevant and followed the instructions. Responses were thoughtful and well planned All the information requested was included in the video. Important information was included but the video was missing specific information in the instructions A video was recorded but the student clearly did not follow the instructions.
Presentation Quality:
The quality of the narration of the recording.
Narration was clear.
Narrator varied voice and volume for interest. When appropriate,
narrator spoke naturally rather than reading it word for word.
Narration was clear and interesting, but did not have a natural flow Narration was either too loud or too soft. It seemed monotone and sounded like a boring presentation. Project included no narration.
Following the instructions for sharing and posting the video.
The video was labeled correctly according to the instructions and the link was posted before the deadline. The video link was posted within the deadline. The video link was posted late to the appropriate document. The student either did not complete the assignment or was not able to post the link to the document.
Written Response:
After watching your partner’s video introduction, a response is written below the link.
An appropriate
length response was written courteously. The font color of the response
was changed according to the instruction.
An appropriate length response was written and was courteous. The response was either too short or too long. The response was not appropriate or the student did not write a response

MyT4L Rubric

This week we were asked to consider the assessments of a project and to make a rubric that reflects the learning goals and expectations through the activity.  The table above show the thought that went into the assessment of this particular assessment called “Video Introduction”.

Rubrics provide essential guidelines for reaching a particular standards.  As a student, I have been able to guide my own progress and completion of a task by checking the grading expectations.  As a teacher, I have also implemented the use of simplistic rubrics.  I teach with the International Baccalaureate (IB) system, specifically in the Middle Years Program (MYP).  This curriculum provides a rubric as a guideline for assessment.  The rubric is a little meaty for my students so I trim it down to a more suitable consumption.  I created the user friendly rubric so students could use it for their own measurement.  In one instance, the students were able to use the rubric to make judgements of their peers.  On another occasion I had a fun write for my advanced students; I asked them to write about a topic by specifically targeting a rating on the rubric, then I had to guess which rating they were targeting.  Some of the students intentionally lowered their level to see if I could guess which lower rating they were trying to reach.

I like the idea of allowing students to create their own rubric as long as they are aware of the standards that they need to reach.  It would be nice to see how well they can word the expectation.  Unfortunately for the most part, the students that I have worked with lack the maturity and independence to take on such a task.

For the purpose of this rubric, the main content that will be assessed is checking how well they use their reading skills for the instructions and how well they use their language skills to respond to the prompts.  I based the expectation categories as the example rubrics that were on the Buck Institute for Education, therefore, I chose the indicators Above Standard, Standard, Approaching Standard, and Below Standard rather than to assign point values.  The MYP rubric is based on a point value of eight, so this system will translate better to the MYP rubric.

This assignment meets the following AECT standards

  • 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
  • 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
  • 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.
  • 5.3.2* Develop and implement a school media program evaluation process.
  • 5.3.3* Use a variety of summative and formative assessment techniques for the evaluation of the school media center and for the school media program.