video draft

Student Name:________________________________

Criterion

Indicators of

UNSATISFACTORY

Achievement

Indicators of

SATISFACTORY

Achievement

Indicators of

GOOD

Achievement

Indicators of

EXCELLENT

Achievement

Submission of Timeline

No timeline submitted

Limited timeline submitted

Good timeline submitted

Excellent timeline submitted

Production of Video

Poor quality video: poor focus and lighting, inappropriate use of zooming and animations, background distracting, poor use of audio

Satisfactory quality video: acceptable focus and lighting, satisfactory use of zooming and animations, background appropriate, acceptable use of audio

Good quality video: good focus and lighting, good use of zooming and animations, background and audio of good quality

Excellent quality video: outstanding focus and lighting, excellent use of zooming and animations, great background, good use of audio

Discussion Spectrum

Superficial descriptive approach (fact reporting, vague impressions) without reflection of introspection

Elaborated descriptive approach and impressions without reflection

Movement beyond reporting or descriptive to reflecting (i.e., attempting to understand, question, or analyse events)

Exploration and critique of assumptions, values, beliefs, and/or biases, and the consequences of action (past, present, and future)

Expressed ideas clearly and concisely in video

Expression of ideas is confused or difficult to understand

Ideas correctly expressed but at times may not be to the point

Clear and concise expression of ideas with only few inconsistencies

Expressed ideas clearly and concisely

Attending to emotions

Little or no recognition or attention to emotions

Recognition but no exploration or attention to emotions

Recognition, exploration, and attention to emotions

Recognition, exploration, attention to emotions, and gain of emotional insight

Analysis and meaning-making

No analysis of meaning-making

Little or unclear analysis and meaning-making

Some analysis and meaning-making

Excellent analysis and meaning-making

Attention to assessment requirements

Poorly addresses the assignment requirements and does not provide a compelling rationale for choosing an alternative

Partial or unclear addressing of the assignment requirements and does not provide a compelling rationale for choosing an alternative

Mostly addresses the assignment requirements or, if relevant, provides a compelling rationale for choosing an alternative

Clearly addresses the assignment requirements or, if relevant, provides a compelling rationale for choosing an alternative

NOTE: Not all criteria are equal

Comments: