Assessment

Below is a preliminary rubric for the project. In class, we will revise this rubric together
in order to make it more relevant to our project.
25
50
75
100

35%

Content

Information is poorly written, inaccurate, or incomplete. Project seems haphazard, hurried or unfinished. There are significant factual errors, misconceptions, or misunderstandings.

At least 2 classroom examples are presented but not explained OR 1 classroom example is presented and explained.

Information could be better written and too much information is given in each section. There is an organixational structure, thay it may not be carried through consistently. There many be factual errors or inconsistencies.

At least 3 classroom examples are presented but not explained OR 2 classroom examples are presented and explained.

Information is well written and interesting to read and is presented in short sections is a somewhat sorganized manner. The project has a clear goal related to the topic. The project is useful to an audience beyond the students who created it. There many be factual errors or inconsistencies, but they are relatively minor.

At least 4 classroom examples are presented but not explained OR 3 classroom examples are presented and explained.

Information is creatively written and cleverly presented in an organized manner. Shows notable insight or understanding of the topic; compels audience's attention. Information is correct.

At least 4 classroom examples are presented and explained.

 

20%

Citation of Information and Graphics

 

No information or graphics are cited.
Not all information and/or graphics are appropriately or properly cited using MLA citation format.
All information OR graphics are appropriately and properly cited using MLA citation format.
All information and graphics are appropriately and properly cited using MLA citation format.

10%

Layout / Design

The pages are unattractive. Text is difficult to read. The backgrounds are distracting. Many elements detract from the presentaiton's overall effectiveness.
The pages appear "busy" or "boring". Text may be difficult to read. The backgrounds are somewhat distracting. Many elements detract from the presentaiton's overall effectiveness.
The pages are eye-catching and attractive. Text is easy to read. The backgrounds are subtle and appropriate. With minor exceptions, all elements contribute rather than detract from the presentaiton's overall effectiveness.
The pages are well organized with tables. Text spacing and alignment make reading easy. The backgrounds enhance the page. All elements make a contribution.

10%

Graphics

There are no photos, icons or clip art or they are inappropriate or of low quality.

There are less than two graphics or all graphics are not apporpriate to the topic.

Photos are blurry or fuzzy; icons and clip art do not "fit" with the topic. Too many pictures make the download time slow.

There are at least 2 grapics throughout the site and are apporpriate to the topic. OR There are more than 2 grapics yet some are not appropriate.

Photos, icons, and clip art are appropriate, of high quality, and download fairly quickly.

There are at least 4 grapics throughout the site and are apporpriate to the topic. OR There are more than 4 grapics yet some are not appropriate.

Photos, icons, and clip art are used creatively and may follow a theme.

 

There are at least 6 graphics, throughout the webstie and are appropriate to topic.

5%

Navigation / Links

 

The user may become lost or links may be missing or not working.
The user may become confused when navigating between pages. Some links may not work.
Links are consistent and easy to find so that the user can easily navigate back and forth through pages.
Links are created with images and icons to enhance the text links

15%

Working Together / Following Classroom Guidelines

Partners argue or fight much of the time and do not share responsibilities. Students are often out of area without permission and cause disruptions in the lab and other classrooms.
Partners have trouble solving disagreements; one partner does most of work. Students occasionally leave area without permission and are louder than necessary in the lab and in other classrooms.
Partners get along well and share equally in responsibilities. Students stay in their area, talk quietly to their own partner only, and cause minimum.
Partners show respect for one another, get along especially well and work together on all aspects of the project. Students are always on task, stay in their own area, and cause no disruptions.

Rubric adapted from:
1. Schrock, Kathleen "Kathy Schrock's Guide for Educators: Teacher Helpers Assessment and Rubric Information" 23 July 2004 http://school.discovery.com/schrockguide/assess.html
2. San Mateo County Office of Education. "Multimedia Project Scoring Rubric: Scoring Guidelines." 23 July 2004 http://pblmm.k12.ca.us/PBLGuide/MMrubric.htm

 

-- Project Description -- Goals & Objectives -- Standards -- Assessment -- Timeline/Assignments --
-- Projects -- LGHS Home --
ChemCom Home -- Resources --