Analysis and assessment of group multimedia projects: Research opportunities using graphical representations
Abstract: This paper presents our experience evaluating multimedia projects created by groups of 8th grade students participating in a quasi-experimental study involving two schools within the same district in Northern California. After reviewing our experiences using rubrics to evaluate multimedia “mini-documentaries” on early 19th century American history, the paper goes on to describe an alternative though complementary approach—graphical representations—designed to provide additional information about the group projects. Specific research questions differentiating individual performance from group accomplishment are more effectively presented and analyzed through graphical representations than through rubrics. Some recommendations for further research and for the design of technology-supported project-based learning experiences are offered.
Presider: Chieu Vu-Minh, University of Michigan