Rubrics are taken to be the most common form of assessment for digital stories. Ohler identifies five areas of “Digital Story Assessment Traits” that are important in evaluating a digital media project. As Ohler suggests, we have built into the rubric a component directed to the planning phase of the project and its associated script and storyboard (Ohler 2013). Encouraging proper planning as part of the rubric is a key way to help keep students on task and engaged. When a rubric is given to students prior to a project, it becomes an excellent way to convey expectations.
Content understanding is a key representation of geography correct concepts. The understanding of the material presented shows how well did the student meet the academic goals of the project.
Since this is a media project, we have a section dedicated to the types and forms of media used in the project. This tests student’s ability to practice weaving media types together into a unified whole and present a geographical concept in a unique style.
Originality and Creativity are of crucial importance in our technological age. It is too easy to cut and paste a storyline, but originality and creativity shine through. How creative and original the student is, speaks of how well and successful the digital story will be.
Finally, the story matters so it is the last item in the rubric. The story needs to blend two or more concepts in a way that makes them relevant to each other and brings geography to life in a meaningful way.
Source: Ohler, J. (2013) Chapter 4: Assessing Digital Stories. Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
Nicky's exploration of Educational Technology 