DIGITAL STORY ASSESSMENT RUBRIC

Adapted From The AAC&U Oral Communication VALUE Rubrics

This rubric combines elements of the Oral Communication and the Skills for Lifelong Learning VALUE Rubrics created by faculty working with AAC&U.
Oral communication is defined as “prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners’
attitudes, values, beliefs, or behaviors.” Lifelong learning is defined as any “purposeful activity undertaken on an ongoing basis with the aim of improving knowledge,
skills and competence.” Evaluators will assign a zero to any assignment that does not meet benchmark/acceptable (cell one) level performance.

E XCELLENT VERY GOOD GOOD ACCEP TABLE

POINT S
61– 80 41– 60 21– 40 1–20

Organizational pattern (specific

Organizational pattern (specific
introduction and conclusion, Organizational pattern (specific
introduction and conclusion, Organizational pattern (specific
sequenced material within the story, introduction and conclusion,
sequenced material within the introduction and conclusion,
ORGANIZ ATION and transitions) is clearly and sequenced material within the story, ____ / 80
story, and transitions) is clearly sequenced material within the story,
consistently observable and is skillful and transitions) is intermittently
and consistently observable and transitions) is not observable.
and makes the content of the digital observable within the digital story.
within the digital story.
story cohesive.

Language choices for the story Language choices for the story are
Language choices for the story are Language choices for the story are
are imaginative, memorable, and commonplace and partially support
thoughtful and generally support the unclear and minimally support the
L ANGUAGE compelling, and enhance the the effectiveness of the story. ____ / 80
effectiveness of the story. Language effectiveness of the story. Language is
effectiveness of the story. Language Language is appropriate to the
is appropriate to the audience. not appropriate to the audience.
is appropriate to the audience. audience.

Delivery techniques (visuals, vocal
expressiveness) make the presentation
DELIVERY
compelling, and the speaker appears
polished and confident.
Delivery techniques (visuals, vocal
expressiveness) make the presentation
interesting, and the speaker appears
comfortable.
Delivery techniques (visuals, vocal
expressiveness) make the presentation
understandable, and the speaker
appears tentative.
Delivery techniques (visuals, vocal
expressiveness) detract from the
____ / 80
understandability of the presentation,
and the speaker appears uncomfortable.

The central message is compelling

The central message of the story is The central message can be deduced,
CENTR AL (precisely stated, appropriately The central message of the story
basically understandable, but is not but is not explicitly conveyed in the ____ / 80
MESSAGE repeated, memorable, and strongly is clear and consistent.
particularly memorable. presentation.
supported).

In Pre- and Post-Project Reflections,
REFLEC TION &
demonstrates a deep sense of self as a
SELF-A SSESSMENT
learner, building on prior experience.
In Pre- and Post-Project Reflections, In Pre- and Post-Project Reflections, In Pre- and Post-Project Reflections,
demonstrates very good sense of demonstrates good sense of self as a demonstrates developing sense of ____ / 80
self as a learner. learner. self as a learner.

Name––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Total Points––––––––– / 400 (Potential)

Adapted from Association of American Colleges and Universities. (2009). Oral Communication And Foundations And Skills For Lifelong Learning Value Rubrics.
Retrieved from https://www.aacu.org/value/rubrics/oral-communication and https://www.aacu.org/value/rubrics/lifelong-learning.