LP Animation Assessment Overview

Assessment Task: The school is looking for different ways to promote the learner profile attributes. Create an animated story using Scratch that effectively demonstrates one of the IB Learner Profile attributes. These short stories will be shared with the AIS community.

Design specifications:

All sprites start in the same place every time (without being dragged)
At least 2 sprites are involved
Both sprites move
The sprites have a conversation
At least 1 scene change (new background)
Between 2-5 minutes

Design
Criteria	Level
Criteria	1-2	3-4	5-6	7-8
Inquiring & Analyzing	Gives a limited explanation why making an animated story would help promote the LP attributes in the school.	Gives a simple explanation why making an animated story would help promote the LP attributes in the school.	Explains why making an animated story would help promote the LP attributes in the school.	Explains and justifies why making an animated story would help promote the LP attributes in the school.
	States little research needed to develop a short story using scratch programming.	States some research needed to develop a short story using scratch programming.	States and prioritizes most of the main research needed to develop a short story using scratch programming.	States and prioritizes the main research needed to develop a short story using scratch programming.
	Lists a feature or two of another animation.	States the main features of another animation about the learner profile.	Outlines the main features of another animation about the learner profile and highlights what might be used in their own animation.	Describes the main features of another animation about the learner profile and highlights what might be used in their own animation.
	States limited findings from research	Outlines some relevant findings from completing research	Outlines the main findings from completing relevant research	Presents the main findings from completing relevant research

Developing Ideas

States one basic success criteria.

Lists a few basic success criteria

Develops a list of success criteria

Develops a thoughtful and relevant list of success criteria

Creates a limited storyboard, stating few details needed for making the animation.

Creates a simple storyboard, listing some of the main details needed for making the animation.

Creates a storyboard, listing most of the main details needed for making the animation.

Creates a storyboard, outlining all the main details needed for making the animation.

Creating

Demonstrates minimal technical skills through very basic programming

Demonstrates satisfactory technical skills through simple programming

Demonstrates competent technical skills through a range of programming.

Demonstrates excellent technical skills through using a range of simple and complex programming.

Final animation is not presented appropriately and is lacking in information and/or does not fit the purpose.

Final animation is mostly appropriate and generally fits the purpose, however some transitions of information are not always smooth

Final animation is presented well and fits the purpose.

Final animation is entertaining, presented appropriately and fits the purpose well.

Evaluating	Creates a limited questionnaire, which generates some information, to measure the success of the animation.	Creates a basic questionnaire, which generates some relevant information, to measure the success of the animation.	Creates a simple questionnaire, which generates information, to measure the success of the animation.	Creates a simple and relevant questionnaire, which generates accurate information, to measure the success of the animation.
	States the success of the animation.	States the success of the animation against the design specifications and the success criteria	States the success of the animation against the design specifications and success criteria, using survey results to support	Outlines the success of the animation against the design specifications and success criteria, using survey results to support.
	Does not identify ways in which the animation could be improved.	Lists one way the animation could be improved	Outlines one way and/or lists ways the animation could be improved	Outlines ways the animation could be improved
	Does not identify any ways in which the animation impacted the target audience.	States one way in which the animation impacted the target audience.	Outlines the impact of the animation on the target audience.	Outlines the impact of the animation on the target audience, drawing upon the questionnaire results as a guide.