Assessment criteria for digital storytelling

In common with other forms of assessment, any assessment which uses digital storytelling must be aligned with the associated learning outcomes.  This Section introduces some background models and frameworks that can help inform the assessment, and also provides some examples.

Sanders (2009: 18) identifies three main approaches for assessing digital stories which are used for reflection, with supporting models and frameworks:

• The storytelling approach: based on the beginining, middle and end sequence of a typical story this will be focused on a particular event or experience.  Sanders (2009:18) links McDrury & Alterio's Model of Reflective Storytelling (McDrury & Alterio, 2003) with this approach:
  • Story Finding
  • Story Telling
  • Story Expanding
  • Story Processing
  • Story Reconstructing 
• The "levels of reflection" approach: based on different levels or depths of reflection this approach draws upon Moon's Model of Reflective Learning (Moon, 1999):
  • Noticing
  • Making sense
  • Meaning making
  • Working with meaning
  • Transformative learning 
• The use of multimedia in reflective learning: Sanders (2009: 19) draws upon assessment rubrics available from http://rubistar.4teachers.org/ such as the following example:

Although Moon’s Map of Learning and McDrury & Alterio’s Model of Reflective Learning are very useful, they do not encompass criteria for assessing many other factors which contribute to the effectiveness of a story.  These factors include how the story was made (in terms of focus on the task, group work, research, planning, structuring) and presentational features such as the number and clarity of voices, appropriateness of the images and language, and the technical proficiency of the final story.  To assess these factors, Jason Ohler offers an alternative framework of ‘Evaluation Traits’, which aims at comprehensively assessing most aspects of digital storytelling including non-reflective parts.  For him it is important to assess everything, including as much of the formative work as possible, since the final story is just ‘the tip of the iceberg’.  This is an important consideration and addresses the concern that some staff may have regarding the appropriateness of digital stories as a form of assessment, particularly if they are concentrating on the final ‘product’.  However, when looking at the overall process involved in the development of a digital story, it should be appreciated that the complexity of reflection, the development and reworking of a suitable narrative and the choice of appropriate images etc., will be similar to the development processes for other assessments, such as essays or poster presentations. 

Example assessment frameworks