Video Production Rubric

Video Production Rubric Page 3

Title:______

Teamwork / Evaluation
Criteria / Novice (N) 1-5 / Intermediate (I) 6-10 / Expert (E) 11-15 / Self / Peer / Teacher
Role responsibilities / Roles are assumed, but students do not complete tasks. No cooperation or collaboration evident. Deadlines are missed and products do not meet standards. / Roles are assumed, and most students complete tasks. Cooperation is evident, but collaboration is weak. Acceptable products are delivered near scheduled deadlines. / Roles are assumed, and all students complete tasks. Cooperation and collaboration are routine. Exceptional products are delivered on or before assigned deadlines.
Preproduction Phase
Script / No evidence of a script or storyboard. / Storyboard is created with sketches and notes about proposed shots and dialogue. / Storyboard is created with sketches and notes about proposed shots and dialogue. Notes of proposed transitions, special effects, and sound and title tracks are included. A working script is used.
Scouting / No evidence of scouting. / Shooting location is scouted and a strategy to cover most problems (space, lighting, sound, electricity) is developed. / Scouts find an exceptional location with atmosphere to suit the action. Minimal technical problems exist, and a plan for solving those problems is developed.
Preparation / Little evidence exists to document gathering supplies and equipment and checking their condition / Almost all necessary supplies and equipment are located in advance. Equipment is checked to ensure it is operational. / All necessary supplies and equipment are located and scheduled well in advance. All equipment is checked to ensure it is operational. A backup plan is developed to cover problems caused by technical difficulties.
Production Phase - General / Evaluation
Criteria / Novice (N) / Intermediate (I) / Expert (E) / Self / Peer / Teacher
Story concept/style / The video is a disconnected series of scenes with no unifying story. No style or mood is apparent. / The video tells a connected story, but the style and mood do not suit the content. / The video tells a compelling story in a style or mood which suits the content.
Moving images / The video features "talking heads" with little or no action to add interest OR the video uses action excessively. / The video includes some "talking heads," but backgrounds and video effects add interest. Most motion scenes make the story clearer or give it more impact. / Motion scenes are planned and purposeful, adding impact to the story line. "Talking heads" scenes are used only when they are crucial to telling the story.
Transitions / No transitions between clips are used. Raw clips run back to back in the final video. / Transitions are used, but the types of wipes and fades selected are not always appropriate for the scene. / Transitions between clips (same subject, new subject, passage of time, breaking) suit the mood and content and smooth the flow from one scene to the next.
Content / Content is unrelated to the story. Random shots of disconnected or irrelevant content are included. / Content relates to the storyline. Random and disconnected material has been edited out. / Content is creative and compelling. Video subjects and objects always relate to the storyline.
Pace / Video clips are too long and do not advance the storyline OR too short and leave out essential action or dialogue. / Most video clips move at a steady pace, fast enough to keep the audience interested and slow enough to tell the complete story. / All video clips fit the storyline. Clips are just long enough to make each point clear. The pace captures audience attention.
Production Phase - Technical / Evaluation
Criteria / Novice (N) / Intermediate (I) / Expert (E) / Self / Peer / Teacher
Camera techniques / The camera is not held steady and excessive panning and zooming distracts the viewer. / The camera is held steady. Pans and zooms are limited. The main subject is located slightly off center, using the "rule of thirds." / The video is steady with few pans and zooms. Close ups are used to focus attention. Video shows evidence of good composition (ratio of image to frame, line of gaze, pan/tilts, movement, and perspective).
Timing / Video clips begin and end with slack time or no action. / Most video clips are edited to remove slack time and to emphasize action. / Video clips show no slack time. "Three beat" timing (three actions per clip or three clips per event) is evident.
Audio / Sound level inconsistent or does not match action. Noise interferes with comprehension of speech. No sound effects or music. / Sound level consistent but does not help communicate action. Sound effects and music present but are distracting. / Audio is used to enhance the story telling using sound effects and appropriate music, changes in level used to enhance mood or transitions,
Lighting / Only ambient (available) light is used. Scenes are too bright or too dark. / Additional lighting is used. Few shadows or glares are apparent. / Additional lighting is used. Almost no shadows or glares are apparent.
Color / No color scheme is apparent. / Backgrounds and clothing are selected to reduce contrast. Extremely fine horizontal or vertical lines are avoided. / Backgrounds and clothing are selected to reduce contrast. Color selections suit the mood of the video. Extremely fine horizontal or vertical lines are avoided.
Computer hardware/software use / Video clips are digitally sequenced but show little evidence of editing. No evidence of solving file size or file format problems exists. / Video clips are digitally sequenced with transitions, special effects, sound tracks, and title tracks. File size and format problems are usually solved. / Digital editing techniques (trimming, transitions, special effects, sound tracks, title tracks) are used creatively. File size and format problems are solved.

Source with modifications: http://www.northside.isd.tenet.edu/cmptecww/DeptWebSite/AdvCompTech/Rubrics/Video%20Production%20Rubric.html