PROJECT RUBRIC
Score Levels |
MULTIMEDIA |
CONTENT |
OBSERVATIONAL
WRITING |
5 |
Students
have used multimedia in creative and
effective ways that exploit the particular strengths of the chosen format. All
elements make a contribution. There are few
technical problems. |
Complete
assignment with a thorough, coherent explanation. Shows
clear understanding of ideas and processes.
Includes examples. Uses scientific
terminology. Presents supporting explanations and data. Includes clear tables and graphs. |
Writing
includes qualitative and quantitative descriptors gained by using more than one sense; writing includes no inferences. Example: The leaf was 13.25 cm long. It was green on the edges, but had yellow streaks in the middle of the leaf. The leaf tapered to a
point. Its base was 1.6 cm wide. The edges were smooth. There were parallel veins that ran the length of the leaf. Small black dots, with
no particular pattern, were observed
with a hand lens on the bottom of the leaf. |
4 |
Presentation
blends 3 or more multi-media elements
in a balanced, attractive, easy-to-follow format. Elements include original
student work. With
minor exceptions, all elements
contribute rather
than detract from the presentation’s overall effectiveness. |
Complete
assignment with reasonably clear explanation. Shows
understanding of ideas and processes.
Identifies and addresses
the most important elements of the question, problem or assignment. Presents solid
supporting arguments, and/or answers. May include
appropriate graphs and tables. |
Writing
includes some qualitative descriptors, may us similes as the main
descriptors, may use similes as the main descriptors, has some explanations or inferences mixed with observations. Example: The squeezebox started with three
layers. There was a dark layers. There was a dark
layer on the bottom. The material was grainy and looked like it had sticks in it. The layer was 1 cm thick. The white layer was in the
middle. The top layer had dirt. After
the first push, the layers piled up on each other. The white layer got pushed up-it looked like a finger pushing up the dirt. |
3 |
Presentation
uses two or more media. There are
some technical problems, but the viewer is
able to follow the presentation with few difficulties. |
Response
completes assignment but may omit significant parts. Shows
limited understanding of ideas and/or processes. Explanations
may be
muddled. Graphs or tables if included, may be unclear. Lacks
supporting examples, arguments and/or explanations. Response
includes invalid assumptions. |
Writing
focuses on sight observations, descriptors are vague and there are explanations or inferences. Example: “The cheek cell is purple with a black
dot. There are a lot of them. I think they are
purple because I had a grape drink for lunch.” |
2 |
Presentation
uses two or more media, but technical
difficulties seriously interfere with
the viewer’s ability to see hear, or understand content. |
Shows
no understanding of the assignment.
Explanations, data or
examples may be incomprehensible or incomplete. Graphs or
tables if included, misrepresent problem or data. May make major reasoning errors. |
Writing
focuses on sight observations. No
descriptors are present and There
are no explanations or inferences. Example: “The leaf is green and yellow.” |
1 |
Multimedia
is absent from the presentation. |
No
response. Answers, explanations and
examples are not relevant to the assignment. |
Writing
is not focused, hurried or unfinished. |