Public Service Announcement Rubric - CIESE
TEAM:
Assessing Team:
Public Service Announcement Rubric (Use this rubric to assess each assigned PSA. This could be done as a class discussion and results can then be sent to PSA team.) Since PSA’s might be compared, a detailed assessment is necessary. Add the total points and divide by total allowable points to obtain final assessment.
|Criteria |Evidence |
|Intent of PSA | |
|PSA reflects | |
|Obvious commitment to cause, is a compelling and passionate PSA (10) | |
|A sincere commitment to the cause (8) | |
|Cause, but not compelling (6) | |
|Apathetic effort on behalf of cause (4) | |
|A subversion to the cause (2) | |
|Content Accuracy | |
|Message reflects | |
|An understanding of the cause (2) | |
|Health risks (2) | |
|Methods of detection (2) | |
|Prevention strategies (2) | |
|Proactive measures (2) | |
|Audience Response | |
|PSA | |
|Is intriguing, connects with listener, transforms listener, and wins commitment of | |
|listener. (10) | |
|Gains attention, consideration and high level of commitment (8) | |
|Gains sympathy (6) | |
|Is patronizing, has inappropriate humor, and confrontational (4) | |
|Dumbfounds of offends audience. Is not acceptable or comprehendible. (2) | |
|Content Depth | |
|Message reflects how the health of a society is influenced through | |
|Cultural Beliefs (4) | |
|Socioeconomic considerations (3) | |
|Environmental factors (3) | |
|Content Transmission | |
|PSA is | |
|Motivational to audience, honest, and definitive (10) | |
|Informative, brings a fresh look to old news (8) | |
|Reasonable attempt, with formulaic choices in content (6) | |
|Cliché with obvious derivatives (4) | |
|Is confusing, and not coherent (2) | |
|Fair Use for Music/Sound | |
|The PSA | |
|Follows fair use for all music and sound effects that are included. All text is the | |
|original work of the group members or is used with permission. (5) | |
|Follows fair use for most music and sound effects that are included. All text is the | |
|original work or is used with permission. (4) | |
|Has some minor issues with copyright and fair use. (3) | |
|Is the original work of the group members, but some material is used without permission | |
|or in violation of copyright. (2) | |
|Does not follow fair use practices. Text, sound effects and/or music are used without | |
|permission and/or in violation of copyright. (1) | |
|Fair Use for Visuals/Imagery | |
|The PSA | |
|Follows fair use for all photos and graphics that are included. (5) | |
|Follows fair use for most photos and graphics that are included. (4) | |
|Has some minor issues with copyright and fair use. (3) | |
|Is the original work of the group members, but some material is used without permission | |
|or in violation of copyright. (2) | |
|Does not follow fair use practices. Photos and graphics that are included are used | |
|without permission and/or in violation of copyright. (1) | |
|Technical Production | |
|Tone and voice / Transition and blend | |
|Convey emotions and enthusiasm. The recording is clear and loud enough to be heard. | |
|Background sounds and effects blend with the PSA’s message. (5) | |
|Frequently conveys emotion and enthusiasm. The recording is clear and loud enough to be | |
|heard. Background sounds and effects usually blend with the PSA’s message. (4) | |
|Frequently conveys emotion or enthusiasm. Most of the recording is clear and loud enough | |
|to be heard. Background sounds and effects sometimes distract from thee PSA’s message. | |
|(3) | |
|Rarely conveys emotion or enthusiasm. Recording is unclear and/or not loud enough to be | |
|heard. Background sounds and effects absent or distract from the PSA’s message. (2) | |
|Audio Quality | |
|PSA | |
|Has intriguing, striking and admirable style (5) | |
|Has average voice and enhancing sounds (3) | |
|Production needs work to enhance quality (1) | |
|Visual Quality | |
|PSA | |
|Has intriguing, striking and admirable style (5) | |
|Has average voice and enhancing sounds (3) | |
|Production needs work to enhance quality (1) | |
|Total |/ |
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