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RUNNING HEAD: Multimedia project

Aris T. Shanks
Assessment of a Multimedia Project
Auburn University Montgomery

RUNNING HEAD: Multimedia project

Essay 2
Describe two criteria to include in a rubric for the assessment of a multimedia project.
The advancements of technology in education has optimal benefits to the learner in a
society that has eradicated the constraints of time by engaging learners in collaborative
opportunities through the internet and other technological opportunities (Zyad, 2016). A rubric is
an important instructional tool which is a benefit to both students and teachers in assessment of
projects. Multimedia project rubric diversifies assessments which makes grading fairer (Cox,
2010). Two criteria to include in a rubric used to assess multimedia projects are a task list and
rating scale. Task lists provides a detail layout of expectant results and rating scales as the guide
of how to achieve maximum results.
Generally, a rubric is one to two pages and can range from the simplicity of visual
grading tools for assigned objective with simple explanations of expected outcomes to complex
scoring explanations of assigned performance. It is the duty of the teacher to facilitate the
learning environment and provide information to be acquired. Rubrics are facilitative tools to
provide the learner with details and informative feedback for assigned projects prior to the
teacher final assessment or evaluation of assignments. One criteria of multimedia assessment
rubric is the task list which guides or facilitates the learner and teacher through the instructions
of the multimedia project. This component of the rubric is equally important as the lesson plan
in guiding teachers during the delivery of quality instruction. Concisely outlining the overall
expectations of the multimedia project as well as a check off of components needed to master
assigned objective can be detailed in the task list. Students are provided guidance throughout the
completion of the lesson using the task list of the rubric.

RUNNING HEAD: Multimedia project

Another criterion to include in a rubric for the assessment of a multimedia project is the
rating scale. The rating scale is the clear, concise, solid foundation/ ingredients on the how to
achieve maximum results? Students have the ability to assess their own work in following a
layout of the rating scale. Furthermore, the rating scale elicits the selection of evaluating
effective tools, problem solving and selection of highly relevant content to achieve the desired
results. (Cox, 2010).
Multimedia projects and assessments could lead students to use higher order thinking
through a diversified teaching method where students can assist in the development of the
grading tool and in post completion use it to self-monitor and lead instruction during completion
of multimedia projects. Rubrics can help keep students on task and invoke better decision
making opportunities. As our current generation of learners have changed to learners of
advanced technologies, multimedia projects are important in gaining students interest with a tool
that is part of their everyday life. Instead of disregarding this new era of technological
development and the varies possibilities that has opened up, teachers should create technologyenhanced language learning environments (Zyad, 2016). Using rubric to assess multimedia
projects allows both students and teachers to evaluate the quality of the results of the
technological project that was designed and managed by both the student and teacher through the
guidance of a rubric.

RUNNING HEAD: Multimedia project

References
Morrison, G.R. & Lowther, D. (2009). Integrating Computer Technology into the Classroom Skills
for the 21st Century (4th ed.). Pearson Products.
Cox, A. (2010). Diversifying assessment through multimedia creation in a non-technical module:
reflection on the MAIK project. Assessment & Evaluation in Higher Education. 35(7), 831-846.
Zyad, H. (2016). Integrating Computers in the Classroom: Barriers and Teachers Attitudes.
International Journal of Instruction. 9(1), www.e-iji.net
Describe a basic graphic organizer function and its usefulness. Refer to the NQeT model.
Graphic organizer
Singleton, S. M. & Filce, H. G. (2015). Graphic Organizers for Secondary Students with Learning
Disabilities. Teaching Exceptional Children. 48 (2), 110-117.
Ciullo, S. & Falcomata, T. (2015). Teaching Social Studies to Upper Elementary Students with
Learning Disabilities: Graphic Organizers and Explicit Instruction. Learning Disability
Quarterly. 38(1), 15-26.