iRubric: Second Internship | Junior year | External Organization rubric

The student convincingly provides a personal telling of their role as assistant/intern, giving a detailed, specific recount of their personal concrete creative contribution in the organization by elaborating on practical activities, tasks and responsibilities adhered to within their capacity as an assistant.

The student orally provides a clear description of their role as assistant/intern, giving a basic concrete summery of their practical activities, tasks and responsibilities adhered to in the creative production process within their capacity as an assistant.

The student orally provides a fair description of creative work and broadly explains basic activities completed during the course of their internship but does not get very specific or concrete with their description of personal activities, tasks and responsibilities in the creative production process within their capacity as an assistant.

The student does not provide a clear description of creative work and provides questionable evidence of their active contribution or concrete activities fulfilled, tasks completed or responsibilities adhered to within the capacity of an assistant/intern during their creative production internship.

Student is able to critically reflect on which skills/theories/courses accumulated at the university were most useful to them in the field and are able to critically reflect on the difference between theory and practice.

Student is able to critically reflect on which skills/theories/courses accumulated at the university were most useful to them in the field.

Student is able to articulate which skills/theories/courses accumulated at the university were most useful to them in the field.

Student does not investigate the intersection between theory and practice and does not attempt to answer this question directly.

Student presents information in a logical, interesting sequence which audience can follow.

Student presents information in logical sequence which audience can follow.

Audience has difficulty following presentation because student jumps from idea to idea.

Audience cannot understand presentation because there is no sequence of information.

Student is able to produce a professional showreel which demonstrates their concrete internship activities and showcases a diverse range of images which is likely to increase their marketability as an industry professional at graduate level. Image and sound montage demonstrates a precise approach to image sequencing and visual storytelling.

Student is able to produce a good showreel which demonstrates their concrete internship activities and showcases a diverse sequence of images that result in an overall good outcome, although professionalism could be improved here and there.

Although the student is able to produce a showreel that demonstrates evidence of their internship activities, the overall product is at times lacking in its creative execution.

The student did not show a showreel as part of their presentation.