multimedia presentation rubric

Multimedia Presentation Rubric

Component	Excellent - 4	Good - 3	Satisfactory - 2	Needs Improvement - 1
Subject Knowledge	Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct.	Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct.	Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed.	Subject knowledge is not evident. Information is confusing, incorrect, or flawed.
Citing Sources	All sources are properly cited.	Most sources are properly cited.	Few sources are properly cited.	No sources are properly cited.
Organization	The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct.	The sequence of information is logical. Menus and paths to most information are clear and direct.	The sequence of information is somewhat logical. Menus and paths are confusing and flawed.	The sequence of information is not logical. Menus and paths to information are not evident.
Originality	The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.	The project shows some evidence of originality and inventiveness.	The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness.	The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought.
Technical	Project runs perfectly with no technical problems. For example, there are no error messages, all sound, video, or other files are found.	Project runs adequately with minor technical problems.	Project runs minimally. There are many technical problems when viewing the project.	Project does not run satisfactorily. There are too many technical problems to view the project.

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Rubrics for Multimedia Projects

Good rubrics can make it easier to fairly assess students’ work. Good rubrics also help students understand how their work is being assessed. But a good rubric takes time to develop. That’s why I refer to the University of Wisconsin Stout’s collection of rubrics to help me when I’m developing rubrics for assignments in my classroom.

Rubrics for Podcasts, Videos, Digital Portfolios, and More

UW Stout’s collection of rubrics is organized by task or project type. There are sections in the collection for presentations, digital portfolios and websites, social media, group work, graphic organizers, videos, games, writing, and the research process.

Even if UW Stout’s rubric collection doesn’t have something that is a perfect fit for your needs, it may provide you with a great starting point for making your own rubric. Speaking of making your own rubric, Microsoft Teams and Google Classroom both have good, built-in rubric tools.

Create Rubrics in Google Classroom, Microsoft Teams, or Quick Rubric

Online Rubric is a Google Sheets add-on that I’ve used for years to create rubrics. It’s still a good add-on for those who use Google Sheets but might not use Google Classroom. Those who do use Google Classroom can create within Google Classroom. This short video explains that process.

Microsoft Teams has a built-in rubric tool for teachers. There’s no one better than Microsoft Education’s product manager, Mike Tholfsen to learn from when it comes to using any aspect of Microsoft Teams. Here he is explaining how to create and use rubrics in Microsoft Teams.

Finally, if you want an “old school” approach to using rubrics for assessment, take a look at Quick Rubric which makes it easy to quickly create printable rubrics. Here’s a quick overview of Quick Rubric.

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iRubric: Multimedia Presentation rubric

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Rubric Code: By Ready to use Public Rubric Subject: Type: Grade Levels: K-5, 6-8

My non-fiction Report/Project

non-fiction powerpoint multimedia
Presentation

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Video Project Rubric

ACTIVITY	Exemplary	Proficient	Partially Proficient	Unsatisfactory	POINTS
Use of Resources and Citations During Research and Note Taking	Sources of information and graphics are properly cited using citations.
Storyboard
Storyboard	All sketches are numbered, and there is a logical sequence to the presentation.	All sketches are organized and numbered in a logical sequence.
Content/Organization
Introduction
Production Quality
Video Continuity/ Editing
Audio Editing
Lighting
Camera Techniques (Exposure/Focus)
Graphics
Copyright
Moving Images and Animations
Moving Images and Animations	Animations are smooth and brief -- no more than five seconds. Alternative (ALT) text for animated image is provided.	Animations are smooth and brief, for the most part. Alternative (ALT) text is brief or inaccurate.	Some blinking animations. Some animations greatly exceed five second limit. Alternate (ALT) text is missing or inaccurate.	Animations blink or flicker, distracting from the video. Animation is excessively long. No alternative (ALT) text is available for vision-impaired.
Timing
Video Captioning
Synchronized	Captions are synced up with the audio that is played.	Captions are usually synced up with the audio.	Captions are often not synced up with the audio.	No captioning was provided.
Equivalent	Captions are verbatim of what is said, excluding fillers like “umm” or “uhh.”	Captions are nearly verbatim, with a few sound-alikes and substitutions.	Captions are rarely verbatim, containing sound-alikes and abbreviated passages.	No captioning was provided.
Accessible	The captions are readily available and do not block any important screen content.	For the most part, captions do not block important screen content.	Captions often block key material on screen.	No captioning was provided.
Complete	Captions span the whole length of the video.	Only a few portions lack captioning.	Large sections have no captioning.	No captioning was provided.
Readable	Captions provide readability (font size and color contrast), and each caption line is on the screen only for roughly four seconds or less.	Some issues with font size and face; caption lines occasionally exceed or do not meet the four second guideline.	Captions are hard to read, either for poor font choice, too much content, or too short a time on the screen.	No captioning was provided.
Media Hosting	The site where media is hosted/ played ensures that the media player is screen reader and keyboard accessible.	The site where the media is hosted/ played is not screen reader and keyboard accessible.	The site where the media is hosted/played is not screen reader and keyboard accessible.	The site where the media is hosted/ played is not screen reader and keyboard accessible.
Media Hosting	All controls have text labels (text that is read aloud when a screen reader goes over a button- i.e., saying “play” over the play button) and an individual can use only keyboard keys to access media controls (the play/pause button, volume, stop, CC button).	Most of the controls have text labels (text that is read aloud when a screen reader goes over a button- i.e. saying “play” over the play button) and an individual can use only keyboard keys to access media controls (the play/pause button, volume, stop, CC button.	A few of the controls have text labels (text that is read aloud when a screen reader goes over a button- i.e. saying “play” over the play button) and an individual can use only keyboard keys to access media controls (the play/pause button, volume, stop, CC button.	Controls do not have text labels (text that is read aloud when a screen reader goes over a button- i.e. saying “play” over the play button) and an individual can use only keyboard keys to access media controls (the play/pause button, volume, stop, CC button.

Examples of Other Rubrics

McGraw Center for Teaching and Learning

Developing grading rubrics/assessment criteria for multimedia assignments, introduction.

Multimedia assignments can involve a wide range of formats, including digital posters, podcasts, timelines, visualizations, digital/online exhibitions, websites, blogs, presentations, and video. These assignments have the potential to give students opportunities to communicate ideas and make arguments in new ways. Digital projects also lend themselves well to group work and can give students the chance to use background knowledge and skills. At the same time, these assignments can be challenging to grade, especially if you have not attempted these types of assignments before.

Thankfully, many of the good habits in designing more traditional assignments also apply to the creation of digital assignments and can make the process of grading students’ work much easier. Establishing and clearly communicating learning goals, for example, can reassure students that they are being graded on their understanding of the course material and their ability to convey that understanding as opposed to their artistic or creative abilities and aptitude with digital tools. Establishing a clear drafting, review, and revision process, similar to more traditional writing assignments, can not only lead to better outcomes, but can also provide more consistent and systematic criteria for assessment.

Many of these multimedia or digital assignments, however, are by their nature more intimately tied to the medium. These assignments have the potential to provide faculty opportunities to set learning objectives pertaining to both content and form, to the choice of medium as well as the message, and to make students aware of the relationship between the two. As new forms of media afford new ways to craft arguments, multimedia assignments can provide opportunities to reflect upon these affordances and to assess student work based both on the message and on the skill and creativity with which they used the medium.

Considerations for Assignment Design

Based on the goals of the assignment, select a few tools that students may use to complete the assignment. Allowing students too much freedom in choosing their medium can make grading more difficult and can confuse the message that you are trying to convey with the final product. If some students are producing video documentaries, for example, and others are creating websites, will you be able to develop grading criteria that will evaluate different media evenly? Within each assignment type (mapping, timeline, podcast, website, etc), you will find several different tools that offer slightly different affordances. You can always consult with McGraw Center staff to learn more about digital tools commonly used for course assignments.
Students may not know how long a multimedia project might take, or how best to manage their time working on it. Scaffolding the project by creating multiple due dates to review progress can clarify expectations and help students effectively structure their efforts to produce their best work.
Consider having students produce a written reflection of the entire assignment process. This can give you an additional gradable item as well as inform your design of future multimedia assignments. If you have created a group assignment, students might also appreciate the opportunity to outline and explain their personal contributions to their group’s work.

Considerations for Assessing the Assignment

Establishing grading criteria should be an early step in creating a multimedia assignment. What do you hope students will gain by having completed this assignment? Is it important that students consider the unique aspects of their chosen medium? Clarifying your learning goals for multimedia assignments well as more traditional types of assignments can help you determine what you’d like to prioritize in assessment. Decide what is important to you in this assignment: the process of developing the project, the teamwork involved, the final product or presentation of the final product, academic rigor, or all of these things. From this, you can determine the amount of weight to give to each area in your grading.
Assessment can also take into account how students use the medium to tell their story or make their argument. For instance, if students are incorporating audio clips from an interview into a podcast assignment, will you grade them on how engaging the clips are to the listener or how clearly you can hear the audio (aspects related to the podcast form) in addition to how well the clips reflect an understanding of course themes (an aspect related to content)?
Even if you are more interested in the academic content than in the technical proficiency of student work, it’s a good idea to include some assessment of the quality of their execution of the project . This can incentivize students to channel their efforts into learning to use the new tools as opposed to perceiving them as extraneous to the “real” assignment.
Don't assume that your students have the necessary expertise or experience with digital tools because they are 'digital natives'; most students have more experience consuming media than creating it. It is important to make sure students develop the new skills they need to complete the assignment as part of the course . This could take the form of an in-class workshop, low-stakes practice assignments, or tutorials/asynchronous content that is incorporated into class time. As an example: if you expect that the podcasts that your students submit are free from distortion or excessive noise, you should dedicate class time to teaching recording skills.
As consumers of media students can have valuable insights into how digital assignments should be assessed. Consider including students in a discussion of how they think their projects should be graded .

Developing Rubrics

Set clear goals by creating a concrete rubric that outlines criteria for grading. You can find some basic examples of rubrics below. A rubric will make it much easier to assess the quality of student work based on systematic and consistent criteria. You might even consider distributing your rubric to students at the outset so that they have a clear understanding of your expectations.
Decompose the process into the various phases of planning, production, and presentation, then grade students based on their effort in each. Weight different aspects of the assignment corresponding to different aspects of the process, including different responsibilities within a group project.
In group projects, students often delegate portions of the project. Determine whether everyone will get the same grade or whether their performance will be graded individually. If you choose to grade students collectively as a group, consider how you will handle situations in which students do not contribute enough to the project.

Sample Podcasting Assignment Rubric

Sample Blogging Assignment Rubric

Almeida, Nora. "Podcasting as Pedagogy." Critical Library Pedagogy Handbook, Vol. 2. Nicole Pagowsky and Kelly McElroy (Eds.). ACRL Press, 2016.
Buddle, Chris. “ Hear This! Podcasts as an Assessment Tool in Higher Education .” Teaching for Learning @ McGill University, 18 Feb. 2014.
Hall, Macie. “ Multimedia Assignments | The Innovative Instructor.” February 25, 2014.
Bartel, Tracy. “ Inspiring Student Engagement with Technology .” The Journal of Interactive Technology and Pedagogy. March 19, 2015.
Bell, Ann. “ Podcast Rubric .”. University of Wisconsin - Stout.
“ 10 Tips for Successful Multimedia Assignments ". Instruct @ UMass. blog , Instructional Media Lab, University of Massachusetts, Amherst. March 8, 2013
Reyna, Jorge, Jose Hanham, and Peter Meier. “ A Taxonomy of Digital Media Types for Learner-Generated Digital Media Assignments .” E-Learning and Digital Media 14, no. 6 (November 1, 2017): 309–22.
Reyna, Jorge, “ Digital Media Assignments in Undergraduate Science Education: An Evidence-Based Approach .” Research in Learning Technology 29 (2021).
Walker, Leila. “ On Crafting an Assignment Sequence for a Collaborative, Web-Based Final Project in a Composition Course. ” The Journal of Interactive Technology and Pedagogy (blog), May 21, 2015.

[Updated February 2021]

Implementation
Posters & Presentations
Multimodal Essays
Interactive Works
Rubric Language

Sample Rubrics

Student Resources
Nifty Tools
Digital Media Project: Sample Assessment Rubric This rubric is created by the Adobe Education group. It assesses a generic media project in three areas: Demonstration of learning, use of technological elements and tools, and final product and presentation.
Rubric for Multimedia Presentation This is a very comprehensive assessment for any sort of multimodal presentation. It analyses 6 categories: Research of topic, organization, content, use of technology, mechanics, and teamwork.
Podcast Rubric This rubric created by the University of Wisconsin assesses the podcast delivery in seven areas: Introduction, content, delivery, interview, graphic and music enhancements, technical production, group/partner work.
Rubric for Infographic or Poster This rubric created by Texas Education seeks to evaluate the infographic or poster in 4 overall areas: content, focus, visual appeal, and mechanics.
Infographic Rubric This infographic rubric seeks to assess all of the elements of the composition of the infographic such as the type of infographic, objects, data visualization, fonts, colors, and layout; as well as some academic feature such as citations, information organization (that overlap with the composition of the infographic) and the topic.
Rubric for Classroom Webpages This rubric from the University of Wisconsin attempts to assess the creations of a webpage in seven categories that look for easy navigability, audience, layout, copyright, and mechanics.

Multimedia Rubric

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