The assessment of digital media remains an area of concern for many teachers. With the digital picture book project, I try to balance the informal, ongoing assessments with the more formalized rubric that allows me to “grade” the project when the books are published.
Some of the assessment tools I use include:
- Daily writing reflections. With these, students self-assess where they are with their project, where they are going next, and what help they may need. This writing then guides our conversations when I meet with them as they are working on their project. These are short pieces of writing that are not graded.
- Informal surveys (often done online). These allow me to gather overall information about perceptions and problems that may be arising across the classroom(s). Questions on these surveys might include reflections about writing elements and technology use.
- Summative assessment rubric. This is handed out at the very start of the project and referred to on a regular basis. The rubric guides students in their work and provides focal points, particularly as the crunch time of deadlines looms.
- A peer review sheet. This is filled out during part of our revision process.
- A checklist. This provides yet another framework for keeping students on-track. Most students keep this checklist by their side during the final weeks of the project.
- End-of-project reflective writing. In this, students reflect on the entire project, talking about what they are proud of and what they would have done differently next time, and then I ask them to offer me advice for making the project better for the next year’s class.
I’ve attached resources that might come in handy for you.