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Best marks |
Cool |
Happy paste |
Scraping through. |
Hanging in there? |
Creating and pursuing goals,
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Use of Time |
Student used time well during each class and stayed 'on-task' with no reminders. |
Student used time well during most class' with few reminders. |
Student used time well, but required reminding to stay on task on one or more occasions. |
Student used time poorly in spite of constant reminding. |
Student either attempted or retained little of his/her class-work despite constant reminding. |
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Cooperation |
he/she worked cooperatively with his/her partner/s all the time with no need for intervention. |
he/she worked cooperatively with his/her group most of time but had a few problems that the team resolved themselves. |
he/she worked cooperatively with his/her team most of the time, but had some problems that required intervention. |
he/she worked cooperatively with his/her partners some of the time, but had several problems that required intervention. |
he/she did not work cooperatively with his/her classmates and had many problems that required intervention. |
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Storyboard |
his/her storyboards and planning are complete with sketches for each scene, detailed notes on titles, transitions, special effects, sound, etc. Student's storyboard reflects outstanding planning and organization. |
his/her storyboards are relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sound, etc. Student's storyboards reflects effective planning and organization. |
his/her storyboards have glaring omissions in scene planning. There are some sketches, and notes on titles, transitions, special effects, sound, etc. Student's storyboards reflect attempts at planning and organization. |
his/her storyboards were generally not done or were so incomplete that they could not be used even as a general guide. Storyboards reflect very little planning. |
No attempt at planning was made and his/her storyboards were generally not done or were so incomplete that they could not be used even as a general guide. Storyboards were not submitted for assesment. |
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Focus on the task |
he/she consistently stays focused on the task and what needs to be done, he/she is very self-directed. |
he/she focuses on the task and what needs to be done most of the time. Other group members can count on him/her. |
he/she focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind him/her to keep on-task. |
he/she rarely focuses on the task and what needs to be done and lets others do the work. |
he/she has proven unable to focus any tasks and not attempted to get the required work done. |
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Preparedness |
Student brings needed materials to class and is always ready to work. |
Student almost always brings needed materials to class and is ready to work. |
Student almost always brings needed materials but sometimes needs to settle down and get to work. |
Student often forgets needed materials or is rarely ready to get to work. |
Student is rarely prepared to get to work and often arives late. |
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| Building social capital, |
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Audience Interest |
Student's projects show strong awareness of audience in the design. he/she can clearly explain why he/she felt the vocabulary, audio and graphics chosen fit the target audience. |
Student's projects show some awareness of audience in the design. he/she can partially explain why he/she felt the vocabulary, audio and graphics chosen fit the target audience. |
Student's projects show some awareness of audience in the design. he/she finds it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. |
Student's projects show limited awareness of the needs and interests of the target audience. |
Student' show no undrstanding of the need to interests an audience. |
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Material Sources |
Project resources are hand-drawn or recorded live. The creators are given credit somewhere in the presentation. |
Projects show a combination of original material and clip art graphics/sounds are used. Sources are documented in the presentation for all images. |
Some resources used are from sources that clearly state that non-commercial use is allowed without written permission. Sources are documented in the presentation for all "borrowed" material. |
Some graphics and sounds used in projects are borrowed from sites that do not have copyright statements or do not state that non-commercial use is allowed, OR sources are not documented for all images/sounds. |
Most material used in projects are blatantly in breach of copyright statements and sources are not documented. |
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Work Ethic |
Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. |
Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. |
Student usually uses classroom project time well, but occasionally distracts others from their work. |
Student does not use classroom project time well OR typically is disruptive to the work of others. |
Student does not typically attend or is disruptive to the work of others. |
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Contributions |
Student routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. |
Student usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! |
Student sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. |
Student rarely provides useful ideas when participating in the group and in classroom discussion. |
Student does not participate in group or classroom discussion. |
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Attitude |
Student is never is publicly critical of the project or the work of others and always has a positive attitude about the task(s). |
Student rarely is publicly critical of the project or the work of others and often has a positive attitude about the task(s). |
Student is occasionally is publicly critical of the project or the work of other members of the group. But usually has a positive attitude about the task(s). |
Student is often is publicly critical of the project or the work of other members of the group and often has a negative attitude about the task(s). |
Student is often publicly critical of the project or the work of other members of the group and often has a negative attitude about the task(s). |
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| Thinking inquiry, |
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Originality |
Student's folio shows considerable inquiry, originality and inventiveness. The content and ideas are presented in a unique and interesting way. |
Student's folio shows some inquiry, originality, insight and inventiveness. The content and ideas are presented in an interesting way. |
Student's folio shows an attempt at inquiry, originality and inventiveness on some projects and uses other people's ideas (giving them credit). |
Student's folio is a rehash of other people's ideas and/or graphics and shows very little attempt at inquiry or original thought. |
Student's folio dislpays a lack of inventive inquiry or interest in how things work. |
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Folio depth |
Student's projects include all material needed to gain a comfortable understanding of the topics. he/she has produced a highly effective folio. |
Student's projects include most ellements needed to gain a comfortable understanding of the material but are lacking one or two key points. Student has presented an adequate folio. |
Student's projects are missing more than a few elements. he/she needs to develop a more comprehensive folio. |
Student's projects are lacking many essential areas and have inaccuracies that make it a poor effort for an assesment folio. |
Student's folio contains very few projects and is not assesable |
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Content inquiry |
Student covers topics in-depth with details and examples. Research skills are excellent. |
Student develops essential knowledge about his/her topics. Research skills appear to be good. |
Student includes essential information about the topics but with occasional errors. |
Information gathering and research are minimal or there are several factual errors in most of Student's projects. |
No attempt was made at research or inquiry in Student's projects. |
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Concept integrity |
Student has a clear picture of what he/she is trying to achieve. he/she can describe what he/she is trying to do and generally how his/her task will contribute to the final product. |
Student has a fairly clear picture of what he/she is trying to achieve. he/she can describe what he/she is trying to do overall but has trouble describing how his/her task will contribute to the final product. |
Student has brainstormed he/she concept, but no clear focus has emerged for the project. he/she may describe the goals and final product differently every lesson. |
Student has spent little effort on brainstorming and refining a concept. he/she is unclear on the goals and how his/her contriubtions will help him/her reach the goal. |
Student does not develop a concept. his/her is unclear on the goals and continues on regardless. |
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Learning of Material |
Student has an exceptional understanding of the material needed for his/her projects and where to find additional information. he/she can easily answer questions about the content and procedures used to make the projects. |
Student has a good understanding of the material needed for his/her projects. he/she can easily answer questions about the content and procedures used to make the projects. |
Student has a fair understanding of the material needed for his/her projects. he/she can easily answer most questions about the content and procedures used to make the works. |
Student did not appear to learn much from his/her projects. he/she cannot answer most questions about the content and the procedures used to make works. |
m did not attempt to learn much in him/her projects. his/her cannot answer any questions about the content and the procedures used to make works. |
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Problem-solving |
Student actively looks for and suggests solutions to problems. |
Student refines solutions suggested by others. |
Student does not suggest or refine solutions, but is willing to try out solutions suggested by others. |
Student makes little attempt to solve problems or help others solve problems. |
Student does not try to solve problems or help others solve problems. Lets others do the work. |
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| Designing and evaluating technological solutions, |
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Graphic Imagery |
Student creates images with a distinct atmosphere or tone that matches different parts of the project. The images often communicate via symbolism and/or metaphors. |
Student creates images with an atmosphere or tone that matches some parts of the project. The images may communicate symbolism and/or metaphors. |
Student made an attempt to use images to create an atmosphere but it needed more work. Image choice is logical. |
Student made some attempt to use images to create an atmosphere but it needed more work. |
Student made little or no attempt to use images to create an appropriate atmosphere/tone. |
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Purpose |
Student's projects establish a purpose early on and maintain a clear focus throughout. |
Student's projects establish a purpose early on and maintains focus for most of the work. |
Student's projects have a few lapses in focus, but the purpose is fairly clear. |
It is difficult to figure out the purpose of Student's projects. |
Student' has made no attempt at planing projects with any purpose. |
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Accuracy |
All content throughout Student's work is accurate. There are no factual errors. |
Most of the content in Student's work is accurate but there is some information that might be debatable. |
The content in Student's work is generally accurate, but some information is clearly flawed or inaccurate. |
The content of Student's work is typically confusing or contains more than one factual error. |
makes no attempt for acuracy in his/her work it is confusing and full of factual errors. |
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Folio presentation |
Student's folio have an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. |
Student's folio has an attractive and usable layout. It is easy to locate all important elements. |
Student's folio have a usable layout, it is easy to locate most of the important elements. |
Student's folio is cluttered and confusing. It is often difficult to locate important elements. |
Student's folio is cluttered and confusing. It is impossible to locate important elements. |
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Navigation |
Links for navigation are clearly labelled, consistently placed, allow the user to easily move from place to place, and take the user where s/he expects to go. A user does not become lost. |
Links for navigation are clearly labelled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost. |
Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost. |
Some links do not take the reader to the sites described. A user typically feels lost. |
No care has been taken to develop consistent usable navigation structures. |
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Audio integration |
Music, audio clips and/or sounds are thoughtfully edited and used only where they add to reader understanding of the content or to make the site more accessible to persons with visual handicaps. |
Music, audio clips and/or sounds are used only where they add to reader understanding of the content or to make the site more accessible to persons with visual handicaps. |
Music, audio clips and/or sounds are thoughtfully edited and used, but 1 or 2 detracted from the overall site. |
Music, audio clips and/or sounds were seemingly used randomly OR typically detracted from the overall site. |
No attempt was made at using sound or music. |
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