Multimedia Rubrics and Checklists
MS Word: Word Art Assignment Rubric
Student Web Page/Multimedia Project Rubric
Multimedia Project Rubric
Judges’ Rubric For Multimedia Project

MS Word: Word Art Assignment Rubric

 
Apprentice
Basic
Learned
Exemplary
Expression of Idea Idea is unclear. Word is clear, relationship to graphic unclear. Graphic(s) and word fit together. Idea is clear.
Word and Graphic Combined Words and graphics are separate elements. Words and graphics share common background. Words made of graphic elements. Words and graphics flow seamlessly
Colour and Background B & W, no background. Some colour used. Good colours and background. Colours and background contribute to mood.
5 different Corel features are applied. No features are used. 1 or 2 features are used. 3 or 4 features are used. 5 features are used.
Principles of Design. No effort made to apply principles. Some of BUCRP applied. One of BUCRP not applied. Application of Principles enhances work.

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Student Web Page/Multimedia Project Rubric

 
Apprentice
Basic
Learned
Exemplary
Story Board or Planning Sheet Story board is incomplete and lacks necessary URL’s, formats, and resources to complete project. Story board is not complete. Includes few assigned elements or planned formats, necessary URL’s, and resources. Story board is somewhat complete. Includes many assigned elements, in addition to most planned formats, necessary URL’s, and resources. Story board is complete. Includes all assigned elements, in addition to planned formats, necessary URL’s, and resources.
Organization of Content No logical sequence of information; menus and paths to information are not evident. Some logical sequence of information, but menus and paths are confusing or flawed. Logical sequence of information. Menus and paths to more information are clear and direct. Logical, intuitive sequence of information. Menus and paths to all information are clear and direct.
Originality The work is a minimal collection or rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought. The work is an extensive collection and rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought or inventiveness. The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images and inventions, the work extends beyond that collection to offer new insights. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
Copyright and Documentation Sources have not been properly cited and permissions have not been received. Some sources have not been properly cited and all permissions have not been received. Most sources and property cited according to MLA style; Permissions to use any graphics from web pages or other sources have been received, printed, and saved for future reference. All sources are properly cited according to MLA style; Permissions to use any graphics from commercial web pages on other sources have been received, printed, and saved for future reference.
Format and Platform Transferability The stack, presentation, or web page plays only on either Mac or PC. There are problems with the operation of some files and the project is not cross-platform. The stack, presentation, or web page plays best on either Mac or PC. There are problems with the operation of some files and the project is not cross-platform. Most of the stack, presentation, or web page plays easily on both Mac and PC. Although there are minor problems with a few files, care has been taken in naming files, selecting technologies, or creating enhancements to produce a final product that is cross-platform. The stack, presentation, or web page plays easily on both Mac and PC. Care has been taken in naming files, selecting technologies, or creating enhancements to produce a final product that is cross-platform.
Subject Knowledge Subject knowledge is not evident. Information is confusing, incorrect or flawed. Some subject knowledge is evident. Some information is confusing, incorrect or flawed. Subject knowledge is evident in much of the product. Information is clear, appropriate, and correct. Subject knowledge is evident throughout (more than required). All information is clear, appropriate, and correct.
Graphical Design Exaggerated emphasis upon graphics and special effects weakens the message and interferes with the communication of content and ideas. Graphical and multimedia elements accompany content but there is little sign of mutual reinforcement. There’s no attention paid to visual design criteria such as proportion, balance, and harmony restraint. There is some tendency toward random use of graphics. Design elements and content combine effectively to deliver a high impact message with the graphics and the words reinforcing each other. The combination of multimedia elements with words and ideas takes communication and persuasion to a very high level, superior to what could be accomplished with either alone. The mixture brings about synergy and dramatic effects which reach the intended audience.
Mechanics Presentation has four or more spelling errors and/or grammatical errors. Presentation has three of more misspellings and/or grammatical errors. Presentation has fewer than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors.
Screen Design Screens are either confusing and cluttered or barren and stark. Buttons or navigational tools are absent or confusing Screens are difficult to navigate, but some buttons and navigational tools work. Users can navigate a few screens. Screens contain adequate navigational tools and buttons. Users can progress through screens in a logical path to find information. Screens contain all necessary navigational tools and buttons. Users can progress intuitively through screens in a logical path to find information.
Use of Enhancements No video, audio, or 3-D enhancements are present or use of these tools is inappropriate. Limited video, audio, or 3-D enhancements are present. In most instances, use of these tools is appropriate. Some Video, audio, or 3-D enhancements are used appropriately to entice users to learn and to enrich the experience. In some cases, clips are either too long or too short to be meaningful. Appropriate amounts of Video, audio, or 3-D enhancements are used effectively to entice users to learn and to enrich the experience. Clips are long enough convey meaning without being too lengthy.
Teamwork One or two people did all or most of the work Most team members participated in some aspect of the work, but workloads varied. Most team members contributed their fair share of the work. The workload was divided and shared equally by all team members.

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Multimedia Project Rubric

 
Apprentice
Basic
Learned
Exemplary
Topic/ Content Includes little essential information and one or two facts. Includes come essential information with few citations and few facts. Includes essential information with most sources properly cited. Includes enough elaboration to give readers an understanding of the topic. Covers topic completely and in depth. Includes properly cited sources and complete information. Encourages readers to know more.
Technical Requirements (To be filled in by teacher) Includes ____ cards or less, few graphics from outside sources, few animations and advanced features. Includes ____ cards or less, fewer than 3 graphics from outside sources, fewer than 3 animations and few advanced features, such as video, 3PD or sound. Includes at least ____ cards, at least 3 graphics from outside sources, at least 3 animations and some advanced features, such as video. Includes at least ____ cards, 5 or more graphics from outside sources, 5 or more animations and several advanced features, such as video.
Mechanics Includes more than 5 grammatical errors, misspellings, punctuation errors, etc. Includes 3-4 grammatical errors, misspellings, punctuation errors, etc. Includes 2-3 grammatical errors, misspellings, punctuation errors, etc. Grammar, spelling, punctuation, capitalization are correct. No errors in the text.
Cooperative Group Work Cannot work with others in most situations. Cannot share decisions or responsibilities. Works with others, but has difficulty sharing decisions and responsibilities. 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 other to do their best.
Oral Presentation Skills Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work. Some difficulty in communication of ideas, due to voice projection, lack of preparation, or incomplete work. Communicates ideas with proper voice projection. Adequate preparation and delivery. Communicates ideas with enthusiasm, voice projection, clear language and delivery.

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Judges’ Rubric For Multimedia Project

 
Apprentice
Basic
Learned
Exemplary
Copyright and Permissions Every graphic or sound file is either original, free of copyright, or permission for its use in this contest has been obtained from the creator/owner. Hard copies of letters of permission are available. All sources of information have been properly cited in MLA format.
Curriculum Alignment No evidence of relationship to target curriculum; no reference to facts and properly documented resources. Users are not likely to learn from this product. Some evidence of connection to target curriculum; a few references to facts and properly documented resources. Users find it difficult to learn from this product. Adequate evidence of connection to target curriculum; clear references to facts and properly documented resources. Users can learn from this product. Clear evidence of connection to garget curriculum; frequent references to facts and properly documented resources. Users are likely to learn from this product.
Work Completed in the Classroom Less than 45% of the work was completed in the classroom. 45 – 59% of the work was completed in the classroom 60 –74% of the work was completed in the classroom 75 – 100% of the work was completed in the classroom.
Teamwork The work load was not divided equally and few team members contributed their fair share. Most team members participated in some aspect of the work. But workloads varied. Most team members contributed their fair share of the work. The workload was divided and shared equally by all team members.
Organization of Content No logical sequence of information; menus and paths to information are not evident. Some logical sequence of information, but menus and paths are confusing or flawed. Logical sequence of information. Menus and paths to more information are clear and direct. Logical, intuitive sequence of information. Menus and paths to all information are clear and direct.
Originality The work is a minimal collection or rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought. The work is an extensive collection and rehash of other people’s ideas, products, images and inventions. There is no evidence of new thought or inventiveness. The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images and inventions, the work extends beyond that collection to offer new insights. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
Subject Knowledge Subject knowledge is not evident. Information is confusing, incorrect or flawed. Some subject knowledge is evident. Some information is confusing, incorrect or flawed. Subject knowledge is evident in much of the product. Information is clear, appropriate, and correct. Subject knowledge is evident throughout. (More than required.) All information is clear, appropriate, and correct.
Graphical Design Exaggerated emphasis upon graphics and special effects weakens the message and interferes with the communication of content and ideas. Graphical and multimedia elements accompany content but there is little sign of mutual reinforcement. There is no attention paid to visual design criteria such as balance, proportion, harmony and restraint. There is some tendency toward random use of graphical elements. Design elements and content combine effectively to deliver a high impact message with the graphics and the words reinforcing each other. The combination of multimedia elements with words and ideas takes communication and persuasion to a very high level, superior to what could be accomplished with either alone. The mixture brings about synergy and dramatic effects which reach the intended audience with style, pizzazz and elegance.
Mechanics Presentation has four or more spelling errors and/or grammatical errors. Presentation has three or more misspellings and/or grammatical errors. Presentation has fewer than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors.
Screen Design Screens are either confusing and cluttered or barren and stark. Buttons or navigational tools are absent or confusing. Screens are difficult to navigate, but some buttons and navigational tools work. Users can navigate a few screens. Screens contain adequate navigational tools and buttons. Users can progress through screens in a logical path to find information. Screens contain all necessary navigational tools and buttons. Users can progress intuitively through screens in a logical path to find information.
Use of Enhancements No video, audio, or 3-D enhancements are present or use of these tools is inappropriate. Limited video, audio, or 3-D enhancements are present. In most instances, use of these tools is appropriate. Some Video, audio, or 3-D enhancements are used appropriately to entice users to learn and to enrich the experience. In some cases, clips are either too long or too short to be meaningful. Appropriate amounts of Video, audio, or 3-D enhancements are used effectively to entice users to learn and to enrich the experience. Clips are long enough to convey meaning without being too lengthy.

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