Video Production
Detailed Rubric

This rubric is based on MYP design criteria B & C. Please feel free to modify this rubric with language that is task specific to the video project you are implementing in your classroom.  

Criterion B: Developing ideas (Video Pre-Production)  

Maximum: 8

Students should be able to:

  1. develop a video script based on their understanding of context, characters & setting
  2. develop a video storyboard that considers sequence and duration of shots, dialogue, effective use of camera, production design details and use of sound.  
  3. develop a video shot list that demonstrates understanding of the resources required for a successful video production process and a plan for execution.
  4. present and justify a list of specific tools and editing programs that be used for the production of the final product.  

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.  

1-2

The student

  • presents a poorly detailed script (or description) of the video (video concept) that considers and includes partial amount of the following elements:
  • content that is appropriate for the target audience
  • content that is relevant to the story and genre
  • content that is formatted correctly
  • shows evidence of planning a poorly detailed video storyboard. It is clear how these documents will guide and assist during the next stage of development and includes partial amount of the following elements:
  • Sequence and Duration (i.e. Scene 1, Action 1, MM:SS)
  • Dialogue (from script)
  • Camera Work (Camera Angles, Shot Types & Mounting)
  • Angle: High angle, Low angle, Eye level, Over the Shoulder
  • Shot Types: ECU (Extreme Close-Up), CU (Close-Up), MS (Medium Shot), LS (Long Shot), ELS (Extreme Long Shot)
  • Mounting: Hand-held, Tripod, Dollying, Trucking, Crane, Drone, etc
  • Production Design Details (Colors, Furniture, Costumes, Blocking / Direction of Movement)
  • Music / Sound (Credits of songs)
  • Ambient Sound
  • Music
  • Voice-over
  • shows evidence of developing a poorly detailed video shot list that demonstrates understanding of the resources required for a successful video production process and a plan for execution. A partial list of the following items are included in the shot list:
  • Shot Order and Location
  • Duration
  • Props required
  • Actors required
  • Notes if needed
  • presents a partial justification for a poorly detailed list of specific tools that will be used for the production of the final product. A partial list of the following items are included:
  • Camera equipment (i.e. Why did you choose a Canon EOS 70D?)
  • Editing Tools (iMovie, Final Cut Pro, etc.)
  • Resources (Computer, Internet access, etc.)

3-4

The student

  • presents a moderately detailed script (or description) of the video (video concept) that considers and includes some of the following elements:
  • content that is appropriate for the target audience
  • content that is relevant to the story and genre
  • content that is formatted correctly
  • shows evidence of planning a moderately detailed video storyboard. It is clear how these documents will guide and assist during the next stage of development and includes some of the following elements:
  • Sequence and Duration (i.e. Scene 1, Action 1, MM:SS)
  • Dialogue (from script)
  • Camera Work (Camera Angles, Shot Types & Mounting)
  • Angle: High angle, Low angle, Eye level, Over the Shoulder
  • Shot Types: ECU (Extreme Close-Up), CU (Close-Up), MS (Medium Shot), LS (Long Shot), ELS (Extreme Long Shot)
  • Mounting: Hand-held, Tripod, Dollying, Trucking, Crane, Drone, etc
  • Production Design Details (Colors, Furniture, Costumes, Blocking / Direction of Movement)
  • Music / Sound (Credits of songs)
  • Ambient Sound
  • Music
  • Voice-over
  • shows evidence of developing a moderately detailed video shot list that demonstrates understanding of the resources required for a successful video production process and a plan for execution. Some of the following Items are included in the shot list:
  • Shot Order and Location
  • Duration
  • Props required
  • Actors required
  • Notes if needed
  • presents some justification for a moderately detailed list of specific tools that will be used for the production of the final product. This list includes some of the following items:
  • Camera equipment (i.e. Why did you choose a Canon EOS 70D?)
  • Editing Tools (iMovie, Final Cut Pro, etc.)
  • Resources (Computer, Internet access, etc.)

5-6

The student

  • presents an adequately detailed script (or description) of the video (video concept) that considers and includes most of the following elements:
  • content that is appropriate for the target audience
  • content that is relevant to the story and genre
  • content that is formatted correctly
  • shows evidence of planning an adequately detailed video storyboard. It is clear how these documents will guide and assist during the next stage of development and includes most of the following elements:
  • Sequence and Duration (i.e. Scene 1, Action 1, MM:SS)
  • Dialogue (from script)
  • Camera Work (Camera Angles, Shot Types & Mounting)
  • Angle: High angle, Low angle, Eye level, Over the Shoulder
  • Shot Types: ECU (Extreme Close-Up), CU (Close-Up), MS (Medium Shot), LS (Long Shot), ELS (Extreme Long Shot)
  • Mounting: Hand-held, Tripod, Dollying, Trucking, Crane, Drone, etc
  • Production Design Details (Colors, Furniture, Costumes, Blocking / Direction of Movement)
  • Music / Sound (Credits of songs)
  • Ambient Sound
  • Music
  • Voice-over
  • shows evidence of developing an adequately detailed video shot list that demonstrates understanding of the resources required for a successful video production process and a plan for execution. Most of the following Items are included in the shot list:
  • Shot Order and Location
  • Duration
  • Props required
  • Actors required
  • Notes if needed
  • presents a very good justification for an adequately detailed list of specific tools that will be used for the production of the final product. This list includes most of the following items:
  • Camera equipment (i.e. Why did you choose a Canon EOS 70D?)
  • Editing Tools (iMovie, Final Cut Pro, etc.)
  • Resources (Computer, Internet access, etc.)

7-8

The student

  • presents a detailed script (or description) of the video (video concept) that considers and includes all of the following elements:
  • content that is appropriate for the target audience
  • content that is relevant to the story and genre
  • content that is formatted correctly
  • shows evidence of planning a detailed video storyboard. It is clear how these documents will guide and assist during the next stage of development and includes all of the following elements:
  • Sequence and Duration (i.e. Scene 1, Action 1, MM:SS)
  • Dialogue (from script)
  • Camera Work (Camera Angles, Shot Types & Mounting)
  • Angle: High angle, Low angle, Eye level, Over the Shoulder
  • Shot Types: ECU (Extreme Close-Up), CU (Close-Up), MS (Medium Shot), LS (Long Shot), ELS (Extreme Long Shot)
  • Mounting: Hand-held, Tripod, Dollying, Trucking, Crane, Drone, etc
  • Production Design Details (Colors, Furniture, Costumes, Blocking / Direction of Movement)
  • Music / Sound (Credits of songs)
  • Ambient Sound
  • Music
  • Voice-over
  • shows evidence of developing a detailed video shot list that demonstrates understanding of the resources required for a successful video production process and a plan for execution. All of the following Items are included in the shot list:
  • Shot Order and Location
  • Duration
  • Props required
  • Actors required
  • Notes if needed
  • presents an excellent justification for a detailed list of specific tools that will be used for the production of the final product. This list includes all of the following items:
  • Camera equipment (i.e. Why did you choose a Canon EOS 70D?)
  • Editing Tools (iMovie, Final Cut Pro, etc.)
  • Resources (Computer, Internet access, etc.)

Criterion C: Creating the solution (Video Production & Post-Production)  Maximum: 8

Students should be able to:

  1. follow their plan and make efficient use of time and resources
  2. demonstrate excellent technical skills in filming and editing their video
  3. explain changes made to the chosen design and the plan
  4. present the final video product

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1-2

The student

  • presents an poorly detailed plan that only partially includes the following elements:
  • key dates in timeline
  • possible likely interferences (i.e. holidays, snow days, etc.)
  • task descriptions and time needed for completion
  • resources required
  • demonstrates poor technical skills in filming that provides only partial evidence to support that the following elements were included:
  • Focus and quality of shots
  • Effective framing and angles
  • High quality sound recording
  • Effective lighting
  • Steady camera-work (i.e. tripod used, if appropriate)
  • demonstrates poor technical skills in editing that provides only partial evidence to support that the following elements were included:
  • Only quality shots remain
  • Appropriate music for mood
  • Background audio levels are balanced and allow for main audio track to be heard
  • Length of video is appropriate for the target audience
  • Transitions are appropriate and consistent
  • Flow and pacing are appropriate and do not distract the audience
  • Lighting and color are adjusted to enhance shots if needed
  • Graphics and / or animations (if any) reinforce key points and are appropriate for the target audience
  • Credits are given to the following elements:
  • music
  • video
  • cast and crew
  • locations
  • presents an poorly detailed account of any changes that were made during the design process and provides a process journal that only partially includes the following elements:
  • Date of entry
  • Source of their learning
  • Source (i.e. book, website, interview, etc.)
  • Issue (i.e. scheduling cast, weather, timing, etc.)
  • Technical skill (i.e. ISO, green screening, etc.)
  • Detailed description of what was learned (screenshots, video reflections, etc.)
  • presents a poorly detailed account of any changes that were made during the planning process and provides a poor justification of why they were made along with what actions were taken as a result.
  • presents a partially complete final overall product that demonstrates their level of commitment to this project and effectiveness in video production techniques.

3-4

The student

  • presents an moderately detailed plan that includes some of the following elements:
  • key dates in timeline
  • possible likely interferences (i.e. holidays, snow days, etc.)
  • task descriptions and time needed for completion
  • resources required
  • demonstrates good technical skills in filming that provides evidence to support that some of the following elements were included:
  • Focus and quality of shots
  • Effective framing and angles
  • High quality sound recording
  • Effective lighting
  • Steady camera-work (i.e. tripod used, if appropriate)
  • demonstrates good technical skills in editing that provides evidence to support that some of the following elements were included:
  • Only quality shots remain
  • Appropriate music for mood
  • Background audio levels are balanced and allow for main audio track to be heard
  • Length of video is appropriate for the target audience
  • Transitions are appropriate and consistent
  • Flow and pacing are appropriate and do not distract the audience
  • Lighting and color are adjusted to enhance shots if needed
  • Graphics and / or animations (if any) reinforce key points and are appropriate for the target audience
  • Credits are given to the following elements:
  • music
  • video
  • cast and crew
  • locations
  • presents an moderately detailed account of any changes that were made during the design process and provides a process journal that includes some of the following elements:
  • Date of entry
  • Source of their learning
  • Source (i.e. book, website, interview, etc.)
  • Issue (i.e. scheduling cast, weather, timing, etc.)
  • Technical skill (i.e. ISO, green screening, etc.)
  • Detailed description of what was learned (screenshots, video reflections, etc.)
  • presents a moderately detailed account of any changes that were made during the planning process and provides a good justification of why they were made along with what actions were taken as a result.
  • presents a good final overall product that demonstrates their level of commitment to this project and effectiveness in video production techniques.

5-6

The student

  • presents an adequately detailed plan that includes most of the following elements:
  • key dates in timeline
  • possible likely interferences (i.e. holidays, snow days, etc.)
  • task descriptions and time needed for completion
  • resources required
  • demonstrates very good technical skills in filming that provides evidence to support that most of the following elements were included:
  • Focus and quality of shots
  • Effective framing and angles
  • High quality sound recording
  • Effective lighting
  • Steady camera-work (i.e. tripod used, if appropriate)
  • demonstrates very good technical skills in editing that provides evidence to support that most of the following elements were included:
  • Only quality shots remain
  • Appropriate music for mood
  • Background audio levels are balanced and allow for main audio track to be heard
  • Length of video is appropriate for the target audience
  • Transitions are appropriate and consistent
  • Flow and pacing are appropriate and do not distract the audience
  • Lighting and color are adjusted to enhance shots if needed
  • Graphics and / or animations (if any) reinforce key points and are appropriate for the target audience
  • Credits are given to the following elements:
  • music
  • video
  • cast and crew
  • locations
  • presents an adequately detailed account of any changes that were made during the design process and provides a process journal that includes most of the following elements:
  • Date of entry
  • Source of their learning
  • Source (i.e. book, website, interview, etc.)
  • Issue (i.e. scheduling cast, weather, timing, etc.)
  • Technical skill (i.e. ISO, green screening, etc.)
  • Detailed description of what was learned (screenshots, video reflections, etc.)
  • presents an adequately detailed account of any changes that were made during the planning process and provides a very good justification of why they were made along with what actions were taken as a result.
  • presents a very good final overall product that demonstrates their level of commitment to this project and effectiveness in video production techniques.

7-8

The student

  • presents a detailed plan that includes most of the following elements:
  • key dates in timeline
  • possible likely interferences (i.e. holidays, snow days, etc.)
  • task descriptions and time needed for completion
  • resources required
  • demonstrates excellent technical skills in filming that provides evidence to support that all of the following elements were included:
  • Focus and quality of shots
  • Effective framing and angles
  • High quality sound recording
  • Effective lighting
  • Steady camera-work (i.e. tripod used, if appropriate)
  • demonstrates excellent technical skills in editing that provides evidence to support that all of the following elements were included:
  • Only quality shots remain
  • Appropriate music for mood
  • Background audio levels are balanced and allow for main audio track to be heard
  • Length of video is appropriate for the target audience
  • Transitions are appropriate and consistent
  • Flow and pacing are appropriate and do not distract the audience
  • Lighting and color are adjusted to enhance shots if needed
  • Graphics and / or animations (if any) reinforce key points and are appropriate for the target audience
  • Credits are given to the following elements:
  • music
  • video
  • cast and crew
  • locations
  • presents a detailed account of any changes that were made during the design process and provides a process journal that includes all of the following elements:
  • Date of entry
  • Source of their learning
  • Source (i.e. book, website, interview, etc.)
  • Issue (i.e. scheduling cast, weather, timing, etc.)
  • Technical skill (i.e. ISO, green screening, etc.)
  • Detailed description of what was learned (screenshots, video reflections, etc.)
  • presents a detailed account of any changes that were made during the planning process and provides an excellent justification of why they were made along with what actions were taken as a result.
  • presents an excellent final overall product that demonstrates their level of commitment to this project and effectiveness in video production techniques.