Scoring%20guides%20for%20Assignments.htm
Scoring guides for Assignments:
Scoring Guide for Image Editing Assignment
| Dimension | Unacceptable 0-6 | Acceptable 7-13 | Target 14-20 | points |
| Instructional Objective(s) | No IO or unrelated to image use | IO is not stated clearly or not explicitly related to image use | IO is stated clearly and explicitly related to use of images | |
| Graphic Types | Types not represented | Types represented but not accurate | Types represented and accurate | |
| Instructional Application | No inst. Application or taxonomy | Inst. Application is vague or incorrectly matched to taxonomy | Inst. Application is accurately matched to taxonomy | |
| Layers (compositing) | No compositing | Compositing is low quality technically or aesthetically | Compositing is aesthetically and technically sound | |
| Editing | No editing | Editing is low quality | High quality |
Scoring guide for Audio assignment
| Dimension | Unacceptable 0-6 | Acceptable 7-13 | Target 14-20 | points |
| Instructional Objective(s) | No IO or unrelated to audio use | IO is not stated clearly or not explicitly related to audio use | IO is stated clearly and explicitly related to use of sound | |
| Audio Types | Two types not represented | Two types represented but not accurate | Two types represented and accurate | |
| Instructional Application | No inst. Application or taxonomy | Inst. Application is vague or incorrectly matched to taxonomy | Inst. Application is accurately matched to taxonomy | |
| Multi track (compositing) | No compositing | Compositing is low technical quality | Compositing is technically sound | |
| Editing/capture | No editing | Editing or capture is low quality | Editing and capture is high quality |
Scoring Guide for Animation Assignment
| Dimension | Unacceptable 0-6 | Acceptable 7-13 | Target 14-20 | points |
| Instructional Objective(s) | No IO or unrelated to image use | IO is not stated clearly or not explicitly related to image use | IO is stated clearly and explicitly related to use of images | |
| Instructional Application | No inst. Application or taxonomy | Inst. Application is vague or incorrectly matched to taxonomy | Inst. Application is accurately matched to taxonomy | |
| Layers (sources) | No compositing | Compositing is low quality technically or aesthetically | Compositing is aesthetically and technically sound | |
| Editing | No editing | Editing is low quality | High quality | |
| Sound | No sound | Low quality | High quality |
Scoring guide for Video assignment
| Dimension | Unacceptable 0-6 | Acceptable 7-13 | Target 14-20 | points |
| Instructional Objective(s) | No IO or unrelated to image use | IO is not stated clearly or not explicitly related to image use | IO is stated clearly and explicitly related to use of images | |
| Instructional Application | No inst. Application or taxonomy | Inst. Application is vague or incorrectly matched to taxonomy | Inst. Application is accurately matched to taxonomy | |
| Sources | Single source | Multiple sources but low quality | Multiple sources, high quality | |
| Editing (Transitions, titles, effects, etc.) | No editing or transitions | Editing is low technical or aesthetic quality | High quality both technically and aesthetically | |
| Soundtrack | No sound | Low quality | High quality |
Scoring Guide for Research review
| Dimension | Unacceptable 0-6 | Acceptable 7-13 | Target 14-20 | points |
| Number of articles | Less than 5 | 5 articles | 5 articles | |
| Correct citation | Missing/Incorrect | Partially correct | Correct format | |
| Summary | No summary | Does not reflect coursework and literature in conclusion | conclusion draws on coursework and literature | |
| Quality | No research articles | Less than three research articles | Three or more research articles | |
| Posted to discussion board | Not posted | Posted but with too little information | Posted with full information |
Participation in discussions:
Reply to each question with a research based response, or a personal experince based response.Reply back to at least three classmate’s responses.