VirtualPREX Logo
 Virtual Professional Experience
 Innovative assessment using a 3D virtual world with
 pre-service teachers

VirtualPrex is a mechanism whereby pre-service teachers can gain skills, confidence and techniques to support their real life professional experience prior to practicum by the use of virtual worlds.
About the Project
How to use SL and VirtualPREX tools
VirtualPREX classrooms

VirtualPREX role-plays
Contacts - Project Team

Assessment  using Machinima
Use pre-existing
Construct own
Develop rubric

Sponsored by:

ALTCSupport for this project has been provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this website do not necessarily reflect the views of the Australian Learning and Teaching Council.

Suggested assessment activities using machinima

4.    Annotation of video (machinima)

Instructions for teacher educators
The VirtualPREX website ( contains example machinima that can be used for learning and assessment activities. When using machinima for assessment tasks the teacher educator can list the types of scenarios that are relevant for particular learning outcomes. For example, the pre-service teacher might be asked to look for examples of particular strategies that the teacher has used to engage students in the acquisition of knowledge and skills in a particular discipline; they may be asked to reflect on what were effective practices observed in the machinima or what appeared to be ineffective in engaging students and propose alternative strategies and practices. Observing machinima can be coupled with analysis and critique where the pre-service teacher can concentrate on aspects of behaviour management, examples of particular engagement strategies, communication skills (verbal, non-verbal, special awareness), how teachers might motivate students to stay on task.

Pre-service teachers will observe a single machinima and annotate the video at key points with their analysis and critique of the key strategies used by teachers for engaging students in learning in the classroom.
Examples of how teachers can use media annotation tools can be found at:

Instructions for pre-service teachers

Key components for Activity A:
1.    View the machinima [insert machinima title and link] first without annotating.
2.    View machinima again, this time annotating for selected instances of evidence for the aspects outlined in the rubric.
3.    Provide an overall reflection on the approach adopted by the teacher to engaging the students in productive learning.
4.    Your educator will provide feedback on your annotations and reflections.
5.    Rubric A for annotation of machinima

Observed in machinima No evidence Some evidence
Extensive evidence
Pre-service teacher provided evidence that they could teach appropriate small group activities and lessons

Pre-service teacher provided evidence that they could establish clear and achievable learning goals for students

Pre-service teacher provided evidence that they could engage students in productive learning

Key components of Activity B:
1.    View the annotated machinima [insert machinima title and link] adding your own comments in response to the annotations; provide evidence for your comments by citing instances where the annotation is supported by actions in the machinima and where you think there is no evidence to support the annotation.
2.    Peer review the overall reflection in the annotated machinima by citing scenes from the machinima to either support the reflection or citing scenes that provide evidence contrary to the reflection.
Rubric B for annotation of machinima

Observed in machinima No evidence Some evidence
Extensive evidence
Evidence of lesson plan effectiveness

Learning activities were contextual

Evidence of strategy behind approach to student engagement

Evidence of strategy behind approach to classroom management


Project Member Institutions UNEDEHub Logo

Curtin    CSU       RMIT