Donald Smith

MEDT7476
SPRING_2016
Assessment_Implementation
Client Name:
Mike McMahon, MMX Multimedia
Client Place of Employment:
People Tv, 190 14th Street NW, Atlanta, GA, 30318.
Client Email Address:
Mike@mmxmultimedia.com

Actual Assessment:
The assessments used were two exam style test one administered at the beginning of the course and the
other at course end. They were administered via computer using a LMS system called Canvas. Canvas
allows for analytics of exam results for quick instructional reference. The lay outs and instructions were
simple with students instructed to take the first assessment via their personal computers prior to
beginning course work. After completion of the first assessment/test, they were allowed to start the
module.
The initial assessment was split into two parts; half technical questions and the other half a personal
inventory. There were 10 questions and each was scored via point system equaling 150pts. It was not
pass or fail but used as a gauge to determine technical experience and self reflection. An example of the
self inventory style questions are as follows; do you enjoy technology when watching a movie and are
interested in the effects and how they are created? The technological questions were formatted like the
following; Non-Linear Editing means that media can be placed in order of the users choosing, not in
real time as it was shot.
The final assessment was created in exam form and was used to determine student learning and
progress. There were 10 multiple choice questions and were similar to the following; Final Cut X offers
a share feature that allows for the video to be shared directly in different formats, and with file sharing
websites. These were directly related to Final Cut X.
Measurement Tool:
There were two measurement tools used: a final project and exam/assessment. An example of the types
of questions given is previously mentioned. In addition the below rubric was used to evaluate the
students final project(s).

Digital Editing
Final Project Rubric:
AREA

NONE 10pts

SOME 15pts

MOST 20pts

Pre-Planning:
Is there evidence
of pre-planning.

None.

Some.

Clear evidence of planning and

organization.

Documentation: None
Documentation of
permissions or
citations of use for
obtained content.

Some.

All permissions acquired, OR none

needed.

Editing:
Project show
evidence of skills
and techniques
learned.

None.

Some.

Audio and video display smooth

transitions or cuts, enhanced levels if
need, proper synchronization.

Use of Resources: None.

Project shows use
of media
resources; music,
video, photos,
text, or graphics

Some.

Media is relevant to the purpose of the

project, and use of media resources was
effective.

Presentation:
Final project flow
and coherence.

Some.

Learner shows proficiency in

application along with delivery
methods; YouTube, DVD encoding,
and/or other forms of exporting.

None.

Comments: (this is a sample of the feedback given and is also copied below) Your assignment clearly
shows pre-planning, there was no copy-written material used or cited, the transitions were smooth
without jump cuts or errors, all media used was relevant to the overall project, and your project was
properly shared via an appropriate file sharing platform.

Example:
A sample project for student #1 is located the following link: https://www.youtube.com/watch?
v=cdu4G6ROsj4&feature=youtu.be. It represents a basic project edited with final cut X. Her grade
using the rubric would be 100pts as it represents the basics of editing. There are simple cuts on action.

Her feedback was as follows: Your assignment clearly shows pre-planning, there was no copy-written
material used or cited, the transitions were smooth without jump cuts or errors, all media used was
relevant to the overall project, and your project was properly shared via an appropriate file sharing
platform
Findings:
For the most part everything worked well. Because the program is designed for adults and it isn't
affiliated with a school district, IE, private sector, the standards are flexible and the grading criteria is
relaxed. Not saying it was an easy course, but the goal is for learners to accomplish the larger goal of
actually editing something.
There was also an aspect of intimidation as some students were a bit turned off by their initial
impressions.
Impact on Student Learning:
Based on my findings, in the future I will make efforts to de-mystify a technical subject like digital
editing. Adult students whom are learning a new skill and new technology should be slowly introduced
to the subject. Prerequisites and pre-skills need to be encourage and properly evaluated. Overall the
assessments gave/give the students a clear idea of what was expected.
There were six students, 4 female and 2 male. The average initial scores were 79.945 pts, and the final
average for all six was 90.77. I expected the overall final averages to be higher, but the average
improvement was 10.83 pts. Student 6 showed the least improvement but was already knowledgable.
Assessment 1

Assessment 2/Improvement

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6
0

30

60

90

120

Student 4 showed the most progress, and ironically was the most apprehensive about the course.

Future Instructional Plans:

After this experience, and via the assessments created, the online course may not be suitable for
absolute beginners as originally proposed. The course and material is more suited for students with
prior editing experience in particular with Final Cut. A starter course should be created as a prerequisite for a Final Cut X course. The starter course can contain similar instructional materials, but
less technical in nature for the adult student. I will be making these recommendations to the client.