Evaluation



If you don’t have a good or powerful story, script, and storyboard, then there will never be enough decorating that technology can do to cover it up. On the other hand, demonstrating exemplar craftsmanship with mixing the technical elements in artful ways to unfold your story creates compelling, insightful, original and memorable pieces of communication. The richness of a good story can be diluted when technical elements are not artfully developed, over used, distracting, or just plain annoying.

Many different evaluation instruments are available for educators to assess student digital stories. Below you will find some pre-made evaluation options as well as information on how to create your own evaluation resources.

Rubrics
 * Analytic vs. Holistic Rubrics - from TeacherVision.com
 * Creating an Original Rubric - from TeacherVision.com
 * Chocolate Chip Rubric - created by a group of postgraduate education students at the University of San Francisco
 * Digital Storytelling Evaluation Rubric (PDF) by Skip Via, 2002
 * Generic Digital Storytelling Rubric (PDF)
 * Teacher-Created Rubric Template (PDF) created by Keahi, Jona, and Deane of KMS

Other Suggestions for Evaluation (Porter):
 * Suggested rubric for evaluating digital stories (Porter):**
 * **CATEGORY** || **4 points** || **3 points** || **2 points** || **1 point** ||
 * **1. Purpose of Story** || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * **2. Point of View** || The point of view is well developed and contributes to the overall meaning of the story. || The point of view is stated but does connect with each part of the story, although an attempt is made to connect it to the overall meaning of the story. || The point of view is stated but no attempt is made to connect it to the overall meaning of the story. || The point of view is only hinted at, or is difficult to discern. ||
 * **3. Dramatic Question** || A meaningful dramatic question is asked and answered within the context of the story. || A dramatic question is asked but not clearly answered within the context of the story. || A dramatic question is hinted at but not clearly established within the context of the story. || Little or no attempt is made to pose a dramatic question or answer it. ||
 * **4. Choice of Content** || Contents create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Contents create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use contents to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use contents to create an appropriate atmosphere/tone. ||
 * **5. Clarity of Voice** || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * **6. Pacing of Narrative** || The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || No attempt to match the pace of the storytelling to the story line or the audience ||
 * **7. Meaningful Audio Soundtrack** || Music stirs a rich emotional response that matches the story line well. Images coordinated with the music. || Music stirs a rich emotional response that somewhat matches the story line. Images mostly coordinated with the music. || Music is ok, and not distracting, but it does not add much to the story. Not coordinated with images. || Music is distracting, inappropriate, OR was not used. ||
 * **8. Quality of Images** || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * **9. Economy of Story Detail** || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs extensive editing. It is too long or too short to be interesting. ||
 * **10. Grammar and Language Usage** || Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || Grammar and usage were typically correct but errors detracted from story. || Repeated errors in grammar and usage distracted greatly from the story. ||
 * Informal Reflecting: In group workshops or home viewings, storytellers are often asked to give informal reflection comments about their making-a-digital-story experience. After their digital story is shared with everyone, impromptu comments are invited from viewers based on their own experience with the person’s onscreen story. However, this comment time should be structured very carefully—with respect and love. Try questions like:
 * What parts of the story touch you?
 * What images in the story most grabbed you?
 * What reaction to the story would you like to share with the storyteller?
 * Formal Reflecting: Formal Reflecting: A more formal peer review process might be used called "GalleryWalking." This process is organized to capture written narrative reflection comments from viewers on each digital story. Viewers learn as well as provide feedback from their peers as they rotate through looking at each digital story on its own workstation screen. It is uses the metaphor of walking through an art gallery while expecting all viewers to leave written comments at each story station that reflect on what they found appealing and what might make the story even better.

Informal Evaluating: There are many elements for both technical and good story structures that need to come together to create a powerful, moving piece of communication. Guides can be created for individuals, students, teachers or groups to evaluating the quality of their digital product. But rather than think of these scoring guides as a way to give "grades," the items in the scoring guide might be used as a self-reflecting checklist by authors as they design their story. No grade is given but authors are guided to develop exemplar digital media products. Download Overview of Scoring Guides (PDF)