Web-Based Assessment: Using Pixto to create a digital comic.

Grade Level: Fourth

Objective: Create a comic strip story using Pixto that demonstrates your understanding of digital citizenship with a focus on cyberbullying.

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Loom Video Link:

https://www.loom.com/share/37436770e78c494e90203dc4c5827cb8?sid=21290210-4fb0-4d6b-a0cf-fe6ee279def8

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Digital Comic Rubric

Grade Level: Fourth

Objective: Create a comic strip story using Pixto that demonstrates your understanding of digital citizenship with a focus on cyberbullying.

Criteria	Exceeds Expectations (4 points)	Meets Expectations (3 points)	Approaching Expectations (2 points)	Below Expectations (1 point)
Content Understanding	Student demonstrates a thorough understanding of digital citizenship and addresses cyberbullying comprehensively.	Student shows a good understanding of digital citizenship and mentions key aspects of cyberbullying.	Student shows basic understanding but misses some key concepts of cyberbullying.	Student shows minimal or incorrect understanding of digital citizenship and cyberbullying.
Creativity & Originality	Comic is highly original, includes unique elements that enhance the story.	Comic is original with some creative elements that support the story.	Comic has limited creativity; elements are somewhat repetitive.	Comic lacks originality; minimal effort in creative expression.
Clarity & Organization	The comic strip is exceptionally well-organized, with clear, logical progression.	The comic strip has a clear organization that can be followed easily.	Organization of the comic strip is attempted but can be confusing at times.	The comic strip lacks organization, making the story hard to follow.
Visual Appeal	Visuals are engaging, well-designed, and enhance the storytelling.	Visuals are neat and adequately support the storytelling.	Visuals are somewhat engaging but lack careful design.	Visuals are poorly designed and do not support the storytelling.
Grammar & Mechanics	No grammatical or mechanical errors.	Few grammatical or mechanical errors that do not hinder comprehension.	Some grammatical or mechanical errors that may slightly hinder comprehension.	Multiple grammatical or mechanical errors that hinder comprehension.

Scoring Guide:

●    13-16 points: Outstanding understanding and creativity in depicting digital citizenship and cyberbullying.

●    9-12 points: Satisfactory understanding with moderate creativity.

●    5-8 points: Basic understanding with some areas needing improvement.

●    1-4 points: Needs significant improvement in understanding and creativity.

This rubric ensures that students show their understanding of digital citizenship and encourages them to think creatively while addressing serious issues like cyberbullying.

Sample of Web-Assessment / Comic

Differentiation Strategies

         Differentiating the assessment would involve student-centered approaches (Swanson et al., 2020, p. 117). One way this assignment can be differentiated is by giving students choices on making an individual project into a flexible grouping project. Students can work in pairs or small groups that match their preferences or strengths. According to Swanson et al. (2020), teacher scaffolding allows differentiation without decreasing student motivation (p.123). Scaffolding includes providing copies of vocabulary notes and sentence frames to help students create the comic frames in Pixto.

Another method to differentiate this web-assessment project is tiering the assignment. Dack et al. (2020), noted that tiering is where a “teacher uses pre-assessment data to identify patterns of student proximity to an objective and then groups students for the lesson based on those patterns” (p.17). For this web-based assessment, the author can create three tiers that include basic, intermediate, and advanced tier groups. Based on the tier group, the number of panels, dialogue, and complexity of design elements will vary. Flexible due dates can be given to students who need more time to create their projects. Lastly, students can turn in hand-drawn comics digitized and turned in via Google Classroom.

Reference

Dack, H., Chiles, E., Kathman, L., Poessnecker, A., & Strohl, E. (2022). The key to equitable differentiation. Middle School Journal, 53(5), 15-32. https://doi.org/10.1080/00940771.2022.2119756

Pixton: Free Comic & Avatar Maker. Pixton Comic and Storyboard Maker. (n.d.). https://www.pixton.com/welcome

Swanson, J. A., Ficarra, L. R., & Chapin, D. (2020). Strategies to strengthen differentiation within the common core era: Drawing on the expertise from those in the field. Preventing School Failure, 64(2), 116-127. https://doi.org/10.1080/1045988X.2019

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webAssessment.docx

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