V.T420

Public Service Announcement

Public Service Announcement

Students will create public service announcements (PSAs) that inform and call other students and adults to action regarding topics of healthy choices, diversity, and character development (as outlined by the Meijer Great Choices Film Festival).

Note: Students may use their own electronic devices to create the videos. Free apps are available that may be used for video editing. Participation in the Meijer Great Choices Film Festival, which is mentioned in the item, is optional.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Composition

    The successful arrangement of audio and visuals to create a PSA.

  • Craftsmanship

    The successful handling of materials to demonstrate purposeful technique and manipulation of media.

  • Creativity

    The successful use of problem solving to invent new and interesting adaptations of material, style, and content to reveal something new.

  • Communication of Content

    The successful use of all other rubric items to communicate content visually.

  • 1
  • 2
  • 3
  • 4
  • The work is not complete or does not successfully use images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

    N/A at this time.
  • Students are somewhat successful using images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

    N/A at this time.
  • Students use images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

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  • Students successfully use images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

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  • Novice or beginning skills and technique are evident in the manipulation of media. Collaborative video is neither well executed nor easy to understand.

    N/A at this time.
  • Emergent or competent skills and technique are evident in the manipulation of media. Collaborative video is somewhat well executed and easy to understand.

    N/A at this time.
  • Proficient skills and technique are evident in the manipulation of media. Collaborative video is well executed and easy to understand.

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  • Mastered skills and technique are evident in the manipulation of media. Collaborative video is well executed and easy to understand.

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  • The PSA created proposed clichéd or formulaic solutions that showed little to no evidence of the individuals creating the work of art.

    N/A at this time.
  • The PSAs created proposed solutions that were adapted or predetermined with little evidence of the individuals creating the work of art.

    N/A at this time.
  • The PSAs created proposed interesting solutions that were adapted or predetermined with some evidence of the individuals creating the work of art.

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  • The PSAs created proposed new and interesting solutions that were imaginative and showed profound evidence of the individuals creating the work of art.

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  • Content created is unclear or lacking the communication of ideas by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

    N/A at this time.
  • Content created somewhat communicates ideas by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

    N/A at this time.
  • Content created generally communicates ideas intended by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

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  • Content created effectively communicates ideas intended by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

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TEACHER SCORING RUBRIC—QUESTION 3

  • Dimension
  • Explanation of Storyboard’s Role

  • Example of Personal Use and Details to Support Ideas

  • Example of Other Use and Details to Support Ideas

  • 1
  • 2
  • 3
  • 4
  • Student gives incomplete explanation of how the storyboard is used in the filmmaking process.

    View Exemplar
  • Student gives a general overview of how the storyboard is used in the filmmaking process.

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  • Student explains aspects of how the storyboard is used in the filmmaking process.

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  • Student clearly explains how storyboard is used in the filmmaking process.

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  • Student does not provide examples or details to support his/her ideas about the use of a storyboard or his/her answer is unrelated to the response.

    View Exemplar
  • Student uses one example of how he/she used a storyboard in the film making process with little to no details to support his/her ideas about the use of the storyboard in making a video or film.

    View Exemplar
  • Student uses one example of how he/she used a storyboard in the film making process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

    View Exemplar
  • Student clearly identifies one or more examples of how he/she used a storyboard in the film making process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

    View Exemplar
  • Student does not provide examples or details to support his/her ideas about the use of a storyboard or his/her answer is unrelated to the response.

    View Exemplar
  • Student uses one example of how a film he/she has viewed used a storyboard in the filmmaking process with little to no details to support his/her ideas about the use of the storyboard in making a video or film.

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  • Student uses one example of how a film he/she has viewed used a storyboard in the filmmaking process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

    View Exemplar
  • Student clearly identifies one or more examples of how a film he/she has seen used a storyboard in the filmmaking process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

    View Exemplar
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