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University of Tennessee

About ITC

Newsletter: Spring 2004

How do I grade this? Designing rubrics for
multimedia projects

by: Joan Thomas and Kathleen Bennett

Pervasive technology, with its new tools such as digital cameras and wireless networks, extends the reach of human creativity. Now educators have begun incorporating these tools into the learning process, allowing students to exhibit their knowledge through complex, interactive solutions.

Why would you incorporate multimedia projects into your assessment structure? First, you are expanding the choices by which students demonstrate their knowledge and their mastery in your course, potentially engaging the learner at a deeper level. Second, you are moving beyond traditional assessments such as multiple-choice questions, essays, and the infamous 25-page paper of my graduate studies. Third, you are modeling for them what the professional world will be doing: you allow them to apply the professional practices and skills that will be required for success in tomorrow’s world.

Traditional assessment happened in a defined space between a student and a professor. With collaborative and problem-based learning becoming more prevalent, the structure of assessment has changed. Your students may no longer be “writing” just for you. A next generation assignment might contain four core elements:

  • Subject
  • Purpose/goal
  • Media
  • Audience

Media is the new element in this mix, and the rubrics/criteria by which we examine projects that move beyond text are under development. If the project can now be a series of Web pages, a PowerPoint presentation, or a video, how are you going to assess that project? How are you going to determine if the student has provided evidence of mastery?

With visual, multimedia-based outcomes, both student and teacher need a core understanding of the assessment standard upon which the assignment will be judged. Both groups must also understand elements of visual literacy and multimedia architecture. A common mistake of students in creating a digitally enhanced project is the over-emphasis on the tool while neglecting the subject. The technology should not impede access to the content; it should enhance the content. As the instructor, it's easy to become intimidated by the latest-and-greatest techniques that you may not have yet mastered. A rubric for technology assessment could include any of the following areas:

Subject
This area would be the same as traditional, paper-based assessment and might include:

  • Thesis statement
  • Logic and flow of paragraphs
  • Authentic sources
  • Persuasive writing
  • Depth of understanding
  • Supporting details
  • Evidence of synthesis of ideas

Purpose
This could be derived by the professor or the student.

  • Project meets the desired outcomes
  • Project demonstrates mastery of the subject.

Scope

  • Content covered to the depth and breadth required by the assignment

Creativity and Vision

Subject addressed from a unique point of view

Appropriate Use of Media

  • Effective use of the technology
  • Enhances the exploration of the subject
  • Media selected magnifies the subject
  • Media consistent with professional models of practice

Navigation Through the Content

  • Content clearly ordered
  • Includes an introduction, supporting content, and a conclusion
  • Navigational elements (buttons, links, etc.) consistent and easy to use
  • Content relatively easy to proceed through
  • Provided links assist in the movement through the content

Visuals

  • Supporting images included
  • Visuals engage the user rather than detract them from the content
  • Font choices legible
  • Text size easy to read
  • Colors pleasing and complementary to the subject
  • Readable length of text on each page

Audience
The audience is traditionally the faculty member. You may have defined the audience as the students’ peers or a mock boss or client.

  • Language appropriate to the audience
  • Project has the potential to impact the reader
  • Colors and style are consistent with other types of media that speak to the particular target group or individual