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Student-Produced Multi-media Projects: the Assessment Conundrum
PROCEEDINGS

, University of Wyoming, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Many teachers, while attempting to join the movement to integrate student produced multi-media projects in their instruction, find themselves in a major conundrum of how to assess the student project. This conundrum often results in either not integrating multi-media projects or in assessing for criteria that do not relate to the instructional goals of the lesson. Assessment, when implemented correctly, can become one of the best tools for organizing and delivering instruction. If followed, it can result in student improvement of performance that relates to the goals of instruction. By using assessment guidelines, the planning process, although time-consuming, can result in greater success for the student as well as make the task easier for the teacher to demonstrate that state and local standards are being addressed. In addition to recommending steps to follow, a sample rubric for assessing student-produced multi-media projects is presented.

Citation

Reynolds, C. (2008). Student-Produced Multi-media Projects: the Assessment Conundrum. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4366-4374). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

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