ACTIVITY
Use of Resources
During Research and
Note Taking
Exemplary
Partially
Proficient
Incomplete
12 points
8 points
4 points
0 points
Note cards
indicate group
members
developed
research
questions,
accurately
recorded and
interpreted
sources of
information and
graphics, and
identified relevant
pro and con
arguments.
Note cards
show group
members
recorded
rsearch
questions,
relevant
information
from multiple
sources of
information
and evaluated
alternative
points of view.
Note cards
show group
members
misinterpreted
statements,
graphics and
questions and
failed to
identify
relevant
counterarguments.
Note cards
show group
members
recorded
information
from four or
less resources,
and ignored
alternative
points of view.
6 points
4 points
2 points
The storyboard
illustrates the
video
presentation
structure with
thumbnail
sketches of each
scene. Notes of
proposed
transition, special
effects, sound and
The storyboard
includes
thumbnail
sketches of
each video
scene and
includes text
for each
segment of the
presentation,
descriptions of
The thumbnail There is no
sketches on the evidence of a
storyboard are storyboard.
not in a logical
sequence and
do not provide
complete
descriptions of
the video
scenes, audio
background, or
Sources of
information are
properly cited
using MLA
citations and
enable the
audience to
determine the
credibility and
authority of the
information
presented.
Script/Storyboard
Proficient
There is no
way to check
Most sources of validity of
All sources of information use information.
information are proper MLA
clearly
citation, and
identified and sources are
credited using documented to
MLA citations make it
throughout the possible to
project.
check on the
accuracy of
information.
0 points
POINTS
Content/Organization
title tracks
include: text,
background color,
placement & size
of graphic, fonts color, size, type
for text and
headings. Notes
about proposed
dialogue/narration
text are included.
background
notes about the
audio for each dialogue.
scene, and
notes about
proposed shots
and dialogue.
All sketches are
numbered, and
there is a logical
sequence to the
presentation.
All sketches
are organized
and numbered
in a logical
sequence.
18 points
12 points
6 points
0 points
The content
includes a clear
statement of
purpose or theme
and is creative,
compelling and
clearly written. A
rich variety of
supporting
information in the
video contributes
to understanding
the project's main
idea. The project
includes
motivating
questions and
advanced
organizers that
provide the
audience with a
sense of the
presentation's
main idea. Events
and messages are
presented in a
Information is
presented as a
connected
theme with
accurate,
current
supporting
information
that contributes
to
understanding
the project's
main idea.
Details are
logical and
persuasive
information is
effectively
used. The
content
includes a clear
point of view
with a
progression of
ideas and
supporting
The content
does not
present a
clearly stated
theme, is
vague, and
some of the
supporting
information
does not seem
to fit the main
idea or appears
as a
disconnected
series of scenes
with no
unifying main
idea.
The content
lacks a central
theme, clear
point of view
and logical
sequence of
information.
Much of the
supporting
information in
the video is
irrelevant to
the overall
message. The
viewer is
unsure what
the message is
because there
is little
persuasive
information
and only one
or two facts
about the topic.
Information is
incomplete, out
logical order.
information.
of date and/or
incorrect.
Includes properly
cited sources.
No citations
are included.
Includes
properly cited
sources.
Introduction
Includes few
citations and
few facts.
6 points
4 points
2 points
0 points
The introduction
is compelling and
provides
motivating
content that hooks
the viewer from
the beginning of
the video and
keeps the
audience's
attention.
The
introduction is
clear and
coherent and
evokes interest
in the topic and
response from
listeners.
The
introduction
shows some
structure but
does not create
a strong sense
of what is to
follow. May be
overly detailed
or incomplete
and is
somewhat
appealing to the
audience.
The
introduction
does not orient
the audience to
what will
follow. The
sequencing is
unclear and
does not
appear
interesting or
relevant to the
audience.
12 points
8 points
4 points
0 points
The tape is edited
with only high
quality shots
remaining. Video
moves smoothly
from shot to shot.
A variety of
transitions are
used to assist in
communicating
the main idea and
smooth the flow
from one scene to
the next. Shots
and scenes flow
seamlessly.
Tape is edited
throughout
with only
quality shots
remaining. A
variety of
transitions are
used. Good
pacing and
timing.
Tape is edited
in few spots.
Several poor
shots remain.
Transitions
from shot to
shot are
choppy, and the
types of wipes
and fades
selected are not
always
appropriate for
the scene.
Transitions do
not assist in
Tape is
unedited and
many poor
shots remain.
No transitions
between clips
are used. Raw
clips run back
to back in the
final video.
Production Quality
Video
Continuity/Editing
Digital effects are
used
appropriately for
emphasis.
Audio and Voice
Editing
communicating
the main idea.
There are many
unnatural
breaks and/or
early cuts.
Digital effects
are overdone
and distract
from the
content.
12 points
8 points
4 points
0 points
The audio is clear
and effectively
assists in
communicating
the main idea.
Students
communicate
ideas with
enthusiasm,
proper voice
projection,
appropriate
language, and
clear delivery.
The audio is
clear, but only
partially assists
in
communicating
the main idea.
Students
communicate
ideas with
proper voice
projection,
adequate
preparation
and delivery.
The audio is
inconsistent in
clarity (too
loud/too
soft/garbled) at
times and
insufficiently
communicates
the main idea.
Students have
difficulty
communicating
ideas due to
weak voice
projection
and/or lack of
preparation.
Audio is cutoff and
inconsistent.
Students have
great difficulty
communicating
ideas with poor
voice
projection.
Background
audio is kept in
balance and does
not overpower the
primary audio.
Color Scheme
The
background
audio
overpowers the
primary audio.
3 points
2 points
1 points
0 points
The color scheme
for backgrounds
and clothing is
selected to suit
the mood of the
video.
The color
scheme used
for
backgrounds
and clothing
enhances the
Backgrounds
No color
and clothing
scheme is
distract from
apparent.
the presentation
and are not
suited to the
mood of the
Lighting
Camera Techniques
(Exposure/Focus)
Special Effects
Use of Media (Music,
Voice-over,
Graphics)
presentation.
video.
3 points
2 points
1 points
0 points
Additional
lighting is used to
eliminate
shadows and
glares. All scenes
have sufficient
lighting for
viewer to easily
see action.
Additional
lighting is
used. Few
shadows or
glares are
apparent. Most
scenes have
sufficient
lighting to tell
what is
happening.
Some scenes
are too dark or
too light to
determine what
is happening.
Only ambient
(available)
light is used.
Most scenes
are too dark or
too light to
determine what
is happening.
12 points
8 points
4 points
0 points
All shots are
clearly focused
and well framed.
The video is
steady with few
pans and zooms.
Close-ups are
used to focus
attention. Video
shows evidence
of good
composition
(ratio of image to
frame, line of
gaze, pan/tilts,
movement, and
perspective.
The camera is
held steady.
Pans and
zooms are
limited. The
main subject is
located slightly
off center,
using the "rule
of thirds."
Most shots are
clearly focused
and well
framed.
The motion
shots are fairly
steady. Some
shots are
unfocused or
poorly framed.
Few close-ups
are used.
Many shots are
unfocused and
poorly framed.
The camera is
not held steady
and excessive
panning and
zooming
distracts the
viewer. No
close-ups are
used.
3 points
2 points
1 points
0 points
Good, but not
excessive use of
effects.
Use of effects
is worthwhile.
Some special
effects are
distracting.
Effects are
either missing
or excessive.
6 points
4 points
2 points
0 points
The graphics,
sound and/or
The students
Some of the
use proper size graphics,
The graphics,
sounds, and/or
Copyright
Moving Images
animation assist
in presenting an
overall theme that
appeals to the
audience and
enhances
concepts with a
high impact
message. All
multimedia
elements work
well together and
demonstrate
excellent
synthesis.
Graphics explain
and reinforce key
points during the
presentation.
and resolution
to create
images. The
graphics,
sound/and or
animation
visually depict
material and
assist the
audience in
understanding
the flow of
information or
content.
Images are
student
produced.
Images are
proper size and
resolution.
Multimedia
elements are
appropriate
and enhance
the
presentation.
sounds, and/or
animations
seem unrelated
to the
topic/theme and
do not enhance
concepts. Most
images are
clipart or
recycled from
the WWW.
Images are too
large/small in
size. Images are
poorly cropped
or the
color/resolution
is fuzzy.
Multimedia
elements
support the
presentation
occasionally.
animations are
unrelated to the
content.
Graphics do
not enhance
understanding
the content, or
are distracting
decorations
that create a
busy feeling
and detract
from the
content.
6 points
4 points
2 points
0 points
Copyrighted
information for
photos, graphics
and music is
clearly identified
by source and
nature of
permission to
reproduce.
Every photo,
graphic or
sound file is
either original
or permission
for its use is
documented
from the
creator/owner.
Some sources
of photos,
graphics, and
music are not
clearly
identified with
references, and
permission to
reproduce is
missing.
There is no
reference to
copyright
information for
photos,
graphics, and
music.
3 points
2 points
1 points
0 points
Motion scenes are
planned and
purposeful,
adding impact to
the story line.
The video
includes some
"talking
heads," and
backgrounds
The video
includes
"talking heads"
and a few
motion scenes
The video
features
"talking heads"
with little or no
action to add
Pace
Timing
*Teamwork
(Participation)
"Talking heads"
scenes are used
when crucial to
telling the story.
and video
effects add
interest. Most
motion scenes
make the story
clearer or give
it more impact.
are added but
do not improve
understanding
of the story
line.
interest or the
video uses
action
excessively.
3 points
2 points
1 points
0 points
All video clips fit
the storyline.
Clips are just long
enough to make
each point clear.
The pace captures
audience
attention.
Most video
clips move at a
steady pace,
fast enough to
keep the
audience
interested and
slow enough to
tell a complete
story.
Video clips are
used but need
to be edited in
length or move
too quickly to
assist in telling
the story.
Video clips are
too long and
do not advance
the storyline or
to short and
leave out
essential action
or dialogue.
3 points
2 points
1 points
0 points
Video clips show
no slack time.
"Three beat"
timing (three
actions per clip or
three clips per
event) is evident.
Most video
clips are edited
to remove
slack time and
to emphasize
action.
Some video
clips are edited
to remove slack
time and
increase action.
Video clips
begin and end
with slack time
or no action.
12 points
8 points
4 points
0 points
The group
documents how
members
brainstormed,
discussed, and
solved problems.
The group
documents
division of
responsibilities
and describes
how the
individual efforts
capitalized on
The group
documents
how members
divided tasks,
assigned roles
based on the
skills/talents of
individual
members,
shared the
workload and
managed
problems in a
way that
Some
individuals
document how
there was poor
communication,
unresolved
conflict, or
failure to
collaborate on
important
aspects of the
work. The
group required
teacher
One person
documents that
problems were
not managed in
a way that
advanced the
group goal.
The group
required
teacher
assistance with
dividing tasks
and resolving
differences.
strengths of each
team member.
advanced the
group goal.
assistance to
resolve
differences.
Few people
contributed
their fair share
of work, or the
project was
created by one
student doing
most of the
work (though
may have
received
guidance or
help from
others).
TOTAL POINTS
/120
Digital Video Project Rubric
1 Point Beginning
The Pitch
Storyboard
PREPARATION
Doesn’t explain the
project focus or represent
the final outcome.
Does not represent the
sequence of shots in the
video. Storyboard
descriptions are vague or
incomplete.
Includes more than 10
grammatical errors,
Script
misspellings, punctuation
errors, etc.
Very minimal comments
about few activities on the
Work Log
work log.
Message is unclear.
Includes little essential
Overall Content information and one or two
facts.
PRODUCT
2 Points Developing
Explains only a general plan
for the video project.
Sketches are in a logical
sequence, but do not give
adequate descriptions of the
video scenes, audio
background, or dialogue
notes.
Includes 5 - 10 grammatical
errors, misspellings,
punctuation errors, etc.
General comments on daily
activities.
Message is vaguely
communicated. Includes some
essential information with
few facts.
Technical:
Little or no enhancements Digital enhancements
add interest to the video, or accompany video, but there is
little sign of reinforcement.
excessive use of random
Digital
Some tendency toward
Enhancements enhancements detracts from randomness with effects.
the video.
or Effects
3 Points Proficient
Shows the details of the
project, including all
requested components.
Includes sketches of each
video scene and includes
some planned
descriptions, audio notes,
effects notes, and dialog
for every scene.
Includes 1 – 4
grammatical errors,
misspellings, punctuation
errors, etc.
Thorough listing of daily
activities, but no
reflections.
Message is clearly
communicated. Includes
essential information.
Any digital enhancements
that are used combine
smoothly and effectively
with the video.
4 Points Exemplary
Persuasively written;
addresses all necessary
components in detail.
Demonstrates detailed
planning on the video shot
sequence, scene
descriptions, audio and
effects notes, and dialog
for every scene.
Grammar, spelling,
punctuation, capitalization
are correct. No errors in
the text.
Includes descriptive detail
and reflections on daily
activities
Strong message. Covers
topic completely and in
depth. Includes complete
information.
Digital enhancements are
planned and purposeful,
adding impact to the story
line or focus.
Points
Cooperative Cannot work with others.
Cannot share decisions or
Group Work responsibilities.
Copyright
There are no citations or are
no references to copyright
information for photos,
graphics, and music created
by others.
Works with others, but has
difficulty sharing decisions
and responsibilities.
Citations are given, but some
multimedia sources are not
identified with references, and
permission to reproduce is
missing.
Works well with others.
Takes part in most
decisions and contributes
fair share to group.
Works well with others.
Assumes a clear role and
related responsibilities.
Motivates others.
Citations are given, sources
of multimedia are
identified, but permission
to reproduce is missing.
Citations give proper credit.
Every photo, graphic or
sound file is either original
or permission for its use by
the owner is documented.
Scale: 28 – 32 = Expert 22 – 27 = Intermediate 15 – 21 = Novice 8 – 14 =
Beginner
Total Points
Criteria
Role responsibilities
Novice
Intermediate
Expert
Roles are assumed, but
students do not complete tasks.
No cooperation or
collaboration evident.
Deadlines are missed and
products do not meet
standards.
Roles are assumed, and most
students complete tasks.
Cooperation is evident, but
collaboration is weak.
Acceptable products are
delivered near scheduled
deadlines.
Roles are assumed, and all
students complete tasks.
Cooperation and collaboration
are routine. Exceptional
products are delivered on or
before assigned deadlines.
Script
No evidence of a script or
storyboard.
Storyboard is created with
sketches and notes about
proposed shots and dialogue.
Storyboard is created with
sketches and notes about
proposed shots and dialogue.
Notes of proposed transitions,
special effects, and sound and
title tracks are included. A
working script is used.
Scouting
No evidence of scouting.
Shooting location is scouted
and a strategy to cover most
problems (space, lighting,
sound, electricity) is
developed.
Scouts find an exceptional
location with atmosphere to
suit the action. Minimal
technical problems exist, and a
plan for solving those
problems is developed.
Preparation
Little evidence exists to
document gathering supplies
and equipment and checking
their condition
Almost all necessary supplies
and equipment are located in
advance. Equipment is checked
to ensure it is operational.
All necessary supplies and
equipment are located and
scheduled well in advance. All
equipment is checked to ensure
it is operational. A backup plan
is developed to cover problems
caused by technical
difficulties.
Lighting
Only ambient (available) light
is used. Scenes are too bright
or too dark.
Additional lighting is used.
Few shadows or glares are
apparent.
Additional lighting is used.
Almost no shadows or glares
are apparent.
Color
No color scheme is apparent.
Backgrounds and clothing are
selected to reduce contrast.
Extremely fine horizontal or
vertical lines are avoided.
Backgrounds and clothing are
selected to reduce contrast.
Color selections suit the mood
of the video. Extremely fine
horizontal or vertical lines are
avoided.
Camera techniques
The camera is not held steady
and excessive panning and
zooming distracts the viewer.
The camera is held steady.
Pans and zooms are limited.
The main subject is located
slightly off center, using the
"rule of thirds."
The video is steady with few
pans and zooms. Close ups are
used to focus attention. Video
shows evidence of good
composition (ratio of image to
frame, line of gaze, pan/tilts,
movement, and perspective).
The video is a disconnected
series of scenes with no
unifying story. No style or
mood is apparent.
The video tells a connected
story, but the style and mood
do not suit the content.
The video tells a compelling
story in a style or mood which
suits the content.
Preproduction Phase
Production Phase
Story concept/style
Self
Evaluation
Moving images
The video features "talking
heads" with little or no action
to add interest OR the video
uses action excessively.
The video includes some
"talking heads," but
backgrounds and video effects
add interest. Most motion
scenes make the story clearer
or give it more impact.
Motion scenes are planned and
purposeful, adding impact to
the story line. "Talking heads"
scenes are used only when they
are crucial to telling the story.
Transitions
No transitions between clips
are used. Raw clips run back to
back in the final video.
Transitions are used, but the
types of wipes and fades
selected are not always
appropriate for the scene.
Transitions between clips
(same subject, new subject,
passage of time, breaking) suit
the mood and content and
smooth the flow from one
scene to the next.
Content
Content is unrelated to the
story. Random shots of
disconnected or irrelevant
content are included.
Content relates to the storyline.
Random and disconnected
material has been edited out.
Content is creative and
compelling. Video subjects and
objects always relate to the
storyline.
Timing
Video clips begin and end with
slack time or no action.
Most video clips are edited to
remove slack time and to
emphasize action.
Video clips show no slack
time. "Three beat" timing
(three actions per clip or three
clips per event) is evident.
Pace
Video clips are too long and do
not advance the storyline OR
too short and leave out
essential action or dialogue.
Most video clips move at a
steady pace, fast enough to
keep the audience interested
and slow enough to tell the
complete story.
All video clips fit the storyline.
Clips are just long enough to
make each point clear. The
pace captures audience
attention.
Computer hardware/software use
Video clips are digitally
sequenced but show little
evidence of editing. No
evidence of solving file size or
file format problems exists.
Video clips are digitally
sequenced with transitions,
special effects, sound tracks,
and title tracks. File size and
format problems are usually
solved.
Digital editing techniques
(trimming, transitions, special
effects, sound tracks, title
tracks) are used creatively. File
size and format problems are
solved.
Work
Beginner
1 pt
Novice
2 pts
Audience cannot
understand
presentation
Organization
because of weak
organization
Shows poor
selection of
Design
graphics, fonts,
sound and video
Intermediate
3pts
Expert
4 pts
Presentation
Information
jumps around and
presented in a
audience has
logical
difficulty
sequence
following
Selection of
media
elements are
adequate
Multimedia elements
are appropriate and
enhance the
presentation
Information
presented in a
logical and very
interesting
sequence
All multimedia
elements work well
together and
demonstrate excellent
synthesis
Covers the topic
Includes some
Includes essential
Includes little
completely and in
essential
information and facts
essential
depth with a variety
information with to give viewers an
Content
information and
of resources.
a few citations understanding of the
one or two facts
Encourages viewers
and facts
topic
to know more
Poor use of
Occasionally uses
Graphics graphics or no graphics, but rarely
graphics
support presentation
Graphics vary
and relate to
presentation
Graphics explain
and reinforce
message of
presentation
Sound and music is Excellent use of
Poor use of Some use of sound, but
used to convey
sound and music
Sound sound or no poor quality. Audience
message. Audio is
to reinforce
sound used has trouble understanding
clear.
message
Students
Presentation a
worked
Obvious that the
result of a group together and
presentation
effort, but only
were
Collaboration
was created by
some members
assigned
one person
contributed
different
roles
Total Points
Comments
Effective teamwork.
The final product
represents something
that would have been
impossible to
accomplish working
alone.