Instructional Video Project Assignment Instructions The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video shoul
EDUC 730
Instructional Video Project Grading Rubric
| Criteria | Levels of Achievement | |||
| Content | Advanced | Proficient | Developing | Not present |
| Value of Instruction | 23 to 25 points The video is instructional in nature and works to form associations between concepts, provide historical or social examples, or demonstrate how something works. The video is of high quality that should prove valuable both now and in the future. | 21 to 22 points The video is instructional in nature and works to form associations between concepts, provide historical or social examples, or demonstrate how something works. The video is of reasonable quality and may prove valuable for use in the future. | 1 to 20 points The video is not instructional in nature or does not work to form associations between concepts, provide historical or social examples, or demonstrate how something works. The video focuses on knowledge or skill that does not completely fit well in video format and would be better taught in person. The video is lacking in quality and/or value for future use. | 0 points Not present |
| Focus and Audience | 28 to 30 points The instructional presentation focuses on two or three specific learning objectives for a target audience. The instructional is well suited to the audience. The instruction is well planned to cover the objectives, allowing for practice of key concepts and/or skills. | 25 to 27 points The instructional presentation focuses on two or three specific learning objectives for a target audience. The instructional is somewhat well suited to the audience. The instruction is somewhat well planned to cover the objectives. The instruction somewhat allows for practice of key concepts and/or skills. | 1 to 24 points The instructional presentation does not clearly focus on two or three specific learning objectives, or the audience is not clear, or the instruction does not seem suited to the objectives and/or the audience. The instruction is not planned in a way that covers the objectives well. The instruction does not adequately allow for practice of key concepts and/or skills. | 0 points Not present |
| Engagement | 28 to 30 points The video employs fun and interesting methods for engaging the learner. | 25 to 27 points The video somewhat employs fun and interesting methods for the for engaging the learner. | 1 to 24 points The video does not employ fun and interesting methods for engaging the learner. | 0 points Not present |
| Explanation | 18 to 20 points The candidate fully explains how the instructional video connects to the standards of the broader curriculum. | 17 points The candidate somewhat explains how the instructional presentation connects to the Technology Project’s identified inefficiency and proposed solution. The candidate somewhat explains the plan to create the second instructional presentation to complement this instructional presentation. | 1 to 16 points The candidate does not explain how the instructional presentation connects to the Technology Project’s identified inefficiency and proposed solution or there is little connection between the instructional presentation and the identified inefficiency or solution. The candidate inadequately explains the plan to create the second instructional presentation to complement this instructional presentation. | 0 points Not present |
| Reflection | 14 to 15 points The candidate reflects on the process of creating the instructional video and defends the choices made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. | 13 points The candidate reflects on the process of creating the instructional video and somewhat defends the choices made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. | 1 to 12 points The candidate fails to reflect on the process of creating the instructional video and/or fails to adequately defend the choices made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. | 0 points Not present |
| Structure | Advanced | Proficient | Developing | Not Present |
| Length, Hosting, and Widescreen | 3 points The instructional video is between 4–6 minutes, is uploaded to YouTube and link shared with no privacy blocks, and is rendered in widescreen (16:9 ratio). | 2 points The instructional video is lacking in no more than one component listed below:
| 1 point The instructional video is lacking in 2 components listed below:
| 0 points Not present |
| Required Screens and Elements | 3 points The instructional video contains the required screens and elements:
| 2 points The instructional video is lacking no more than one required screen or element:
| 1 point The instructional video is lacking 2 of the required screens or elements:
| 0 points Not present |
| Transitions, Audio, and Music | 3 points The instructional video:
| 2 points The instructional video is lacking in no more than one component listed below:
| 1 point The instructional video is lacking in 2 components listed below:
| 0 points Not present |
| Types of Shots | 6 points The video includes 3 types of shots and these are thoughtfully planned in a way that adds interest and value:
| 5 points The instructional video has 3 types of shots but one of these is not planned in a way that adds significant value:
| 1 to 4 points The instructional video uses only two types of shot and/or shots are not planned in a way that adds significant value::
| 0 points The instructional video uses only one type of shot. |
| Segments | 3 points At least three separately recorded segments were combined into one video in a way that added significant interest and value. | 2 points At least three separately recorded segments were combined into one video and these were planned in a way that added interest and value. | 1 point At least two separately recorded segments were combined into one video and/or these added only marginal interest or value. | 0 points The instructional video was recorded in one continuous segment. |
| Editing Software | 11 to 12 points Video editing software was used to combine separately recorded segments and to add 2 or more additional features such as captions, images, or animations. | 10 points Video editing software was used to combine separately recorded segments and at least one additional feature was added such as captions, images, or animations. | 1 to 9 points Video editing software was used to combine separately recorded segments but with no additional features were added. | 0 points Video editing software was not used. |
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