Project Announcement:

The Awards Ceremony took place Wednesday May 14, 8am EST (12 midday GMT) Congratulations to all students and teachers. Thank you to all Judges!


Rubric Assessment

Flat Classroom® Project

There are two different rubrics featured on this page.
  • The first one, Video Artifact covers criterion A and B and is to be used by all classrooms for assessing the multimedia artifact. It will also be used by the judges for the digital story / video awards.
  • The second rubric, 'Engagement, Reflection and Evaluation' (criterion C and D) is optional for teachers to use at the conclusion of the project.

The first and second rubrics have been designed to compliment each other, hence the progression from criterion A to D.
DOWNLOAD PDF versions of all rubrics listed below used with permission from Flattening Classrooms, Engaging Minds by Julie Lindsay and Vicki Davis, Pearson Publishing:

Video Artifact


Student work will be assessed against two criteria related to the objectives of the Flat Classroom® Project.
This is an individual mark assessed by the Judges for a 'best multimedia artifact'.
Individual teachers can also use this rubric for class assessment as they need it.

Objectives

  1. To create a video that communicates with a general audience and is based on the theme of The Story, Innovation, Invention, and Prediction, Social Entrepreneurship, First Person Narrative, Group Stories (Symphony) or How we Live (Play)
  2. To actively share original content about the topics being researched and analysed.

Criteria
Description
Marks
A
Design and Technical Quality
30
B
Synthesis and Construction of Ideas
36

TOTAL
66

Task Description

Students will work individually to create one video in each of six categories for each topic.

Specifics
There are six types of videos:
  • Group A Video - The Story (Group A)- These videos explain the topic. They may be distinct or a multi-part series, but must explain the topic at hand, including the latest research and findings from the wiki.
  • Group B Video -Innovation, Invention, and Prediction (Group B)- These videos should include an innovation, invention, or prediction based upon the trend that is shown. Some questions that may be covered: where will this trend take us? How do you envision the future? Do you think this trend will be replaced with another? What inventions are needed because of this trend?
  • Group C Video - Social Entrepreneurship (Group C) - A social entrepreneur is defined as: "someone who recognizes a social problem and uses entrepreneurial principles to organize, create, and manage a venture to make social change." [1] In these videos you will select the social cause of your choice, and using the information learned about your trend create a video about how the trend you analyzed can be used to spark change in that area. If you find current organizations involved that you wish to share as part of your video, please discuss this with your teacher before writing it into your script.
  • Group D Video - First Person Narrative (Empathy) (Group D) - In this video, you will tell a story of a person involved in the trend.
  • Group E Video - Group Stories (Symphony) (Group E) - In this video, you will tell a story of a group or groups of people as they are impacted by this trend.
  • Group F Video - How we Live (Play) - In this video, you will show how "....play is becoming an important part of work, business and personal well-being, it's importance manifesting itself in three ways: games, humor and joyfulness." pg 188 Pink

Descriptors

Criterion A: Design and Technical Quality

Criteria
5-6
3-4
1-2
0
Max points awarded
Use of multimedia tools to express ideas
Effective
Sufficient
Limited
The work does not meet the standard described in other levels
6
Sound quality and balance between music/video and voice-over (if any)
Clear; no or little distortion of sound; easy to understand, adequate pace. Appropriate balance is achieved between music/sound and voice at all times
Mostly clear; may have some distortion of sound or pace may be too fast or too slow therefore interfering with understanding of narration. Music/sound or voice may be used rather than both and generally a good balance is achieved
Difficult or impossible to hear or understand; use of audio may be limited and ineffective
The work does not meet the standard described in other levels
6
Special Effects and Transitions
Special effects and transitions are used creatively and specifically to enhance the final message
Special effects and transitions enhance the final message to a limited extent
Special effects and transitions do not enhance or interfere with the final message
The work does not meet the standard described in other levels
6
Clip Editing Process
All or most video clips and images have been effectively edited to improve the impact of the artifact
Some video clips and images have been edited which has improved the impact of the artifact to a limited degree
Video clips and images have been poorly edited and do not enhance the impact of the artifact
The work does not meet the standard described in other levels
6
Length of video
Between 1 and 5 minutes long; maintains interest and is an appropriate length for the message conveyed
(no marks in this section)
(no marks in this section)
Under 1 minute or over 5 minutes
6

Criterion B: Synthesis and Construction of Ideas

Criteria
5-6
3-4
1-2
0
Max points awarded
Fit with submission theme ('story', 'innovation, invention and prediction', 'social entrepreneurship', 'first person narrative', 'group stories' or 'play')
Excellent fit
Adequate fit
Limited fit. Video may fit better with a different theme than what it was submitted under
The work does not meet the standard described in other levels
6
Construction of content
Systematic synthesis of information is clearly based on topic research
Some synthesis of information based on research on the topic
Synthesis of information is superficial and not clearly related to research on the topic
The work does not meet the standard described in other levels
6
Organization and presentation of content
Content is presented in a way that is creative or tells a story that makes a point or teaches a lesson; well-crafted introduction and an effectively structured progression of topics or story
Content is presented in a way that tries to be creative or tell a story; reasonably well structured progression of topics or story including an introduction
Presentation is poor and interferes with understanding of content and is poorly organized; there may be an introduction and some attempt to structure topics
The work does not meet the standard described in other levels
6
Editing of content
Content is by and large free of spelling/grammatical errors and technical glitches
Content may contain minor spelling/ grammatical errors and/or an occasional minor technical glitch
Content contains many spelling/ grammatical errors and/or a number of technical glitches
The work does not meet the standard described in other levels
6
Evidence of collaboration
Yes. There is evidence of collaboration beyond merely sharing a piece of video; outsourced video is included, source is credited and the use of it may or may not be seamless
(no marks in this section)
Yes. Outsourced video is included, source is NOT obviously credited and the use of it may or may not be seamless
The work does not meet the standard described in other levels
6
Credit to people and sources of information
Full and correct credit given to all people and sources; Creative Commons designation specified
Credit given to people and sources; Creative Commons may or may not be shared; minor errors may occur
Credit given to people and sources is incomplete or has lots of obvious errors; Creative Commons probably not evident
The work does not meet the standard described in other levels
6


Engagement, Reflection and Evaluation


Student work will be assessed against three criteria related to the objectives of the Flat Classroom® Project.
This is an individual assessment done by teachers to be used for 'collaboration and engagement' awards and for class assessment as needed.

Objectives

  1. To collaborate and interact with classrooms around the world on the theme of 'the flat world' as technology develops and has more impact on our everyday lives.
  2. To involve students in higher-order learning and using higher-order thinking skills that include organisation, peer review and reflection activities as well as synthesis of ideas, analysis and evaluation of trends, creation of web pages and multimedia products.

Criteria
Description
Marks
C
Online Interaction and Engagement with the Project
3
D
Reflection and Evaluation
4

TOTAL
7

Descriptors

Criterion C: Online Interaction and Engagement with the Project

Level
Descriptor (for maximum marks)
0
The work does not meet the standard described in level 1-2.
1-2
Communication with team members and teachers was infrequent. There is little evidence of being a considerate partner and of providing feedback or contributing ideas to the project. The wiki page editing and multimedia artifact were partially completed by the deadline. Some organisational skills were demonstrated.
3
Communication with team members and teachers was frequent. There is evidence of being a considerate partner, providing feedback and effectively communicating ideas to the project. The wiki page editing and multimedia artifact were completed by the deadline. High-level organisation skills were demonstrated.

Criterion D: Reflection and Evaluation


The reflection could be in written or oral form and could:
  • Discuss the main social and ethical issues related to the topic and weigh up the main ideas
  • Propose ways to improve the student's performance and evaluate the strengths and weaknesses of the project

Level
Descriptor (for maximum marks)
0
The work does not meet the standard described in level 1-2 or the essay exceeds 800 words.
1-2
Some attempt has been made to discuss and evaluate the main social and ethical issues related to the topic. There is evidence of some analysis of the project from a personal viewpoint. The reflection includes proposals for personal improvement and a few suggestions for enhancing work for this type of project. There is some attempt to cite references, and use tagging and hyperlnks.
3-4
Discussion and evaluation of the main social and ethical issues related to the topic is comprehensive. A high level of analysis of the project from a personal viewpoint is evident. The reflection includes proposals for personal improvement and well considered suggestions for enhancing work for this type of project. All references are cited and tagging and hyperlinks are used appropriately.