| 1. | Show students what you would classify as an “A” project, a “B” project, etc. |
| 2. | Tell them what you are looking for: at least 3 kinds of animation, a certain amount of clipart or drawings, etc. You can be as specific as you want. |
| 3. | Students should have a minimum of 6 slides, etc. |
| 4. | You can even give students a copy of your assessment sheet to use as a guideline. |
| 5. | Set your guidelines first, do not change them in the middle or toward the end of the project – be consistent! |
| 6. | Show students various projects and ask them what makes one better, etc. This approach gives students criteria in their language. You need to create the model for students to follow. |
| Form of Project | 4
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3
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2
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1
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| Brainstorming | Notes containing topic exploration containing a web map and project goals checklist. | Notes containing a partially completed web map and checklist. Missing key items. | Notes containing only the web map or the project goal checklist. | No notes referring to draft work |
| Top down Diagram | Diagram is up to date, easy to read and correspond with storyboards and final project – Shows every card or slide – detailed with content topic listed. | Diagram shows most cards and slides with content topic listed. Some important pieces missing. Diagram must be up to date or somewhat corresponding with the final project. | Diagram shows minimum number of slides or cards. Many important pieces are missing. Diagram is sketchy and missing detail of content and order. Diagram must be up to date or somewhat corresponding with the final project. | Diagram is not updated and does not match or correspond with the final project. Content areas are not labeled or shown in the diagram. |
| Storyboards | Each care or slide has its own storyboard. All storyboards are labeled and detailed in design and layout. All storyboards are updated and correspond with the final project. | Each card has it own storyboard, but are missing specific details regarding design and layout. Most storyboards are updated and correspond with the final project. | Some storyboards are missing and somewhat correspond with the final project. The storyboards do contain some details about layout and design. | Most or all storyboards are missing or storyboards do not correspond with the final project and are not updated. Storyboards are missing specific details in regards to the project. |
| Research | All citations of research are present and written in correct form. All notes and sketches are included. | Most citations of research are present and written in correct form. Some sketches and notes are included. | Few citations of research and notes are included. Most are written in correct form. | No citations of research are present. No notes or sketches are included. |
| Peer Evaluations | All three peer evaluations are present and contain criticism. Evidence of detail and revision shown in the final project. | All two peer evaluations are present and contain criticism. Evidence of detail and revision shown in the final project. | At least one out of three evaluations are present and contain criticism. Some detail and revision shown in the final project. | No peer evaluations were present. No evidence of revision of final project. |
| Final Project | 4
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3
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2
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1
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| Fonts | The fonts used in text objects and titles are consistent and are
comprehensible by the user. |
The fonts are mostly consistent and are comprehensible by the user. | The fonts used in the text objects are consistent, but are not comprehensible b the user. | The fonts used in the text objects and titles are not consistent and are not readable by the user. |
| Transitions | Transitions are consistent throughout the whole project. Except for special effects. | Most transitions are consistent throughout the whole project. Except for special effects. | Some transitions are consistent throughout the whole project. Except for special effects. | None of the transitions are consistent. |
| Graphics | Students used a variety of clipart, photos, artwork and other forms of multimedia. Students design their own backgrounds that are related to the topic. | Student’s project contains some clipart, photos, artwork and other forms of multimedia and is related to the topic. | Student’s project contains only clipart and pre-designed backgrounds and not related to the topic. | Student’s project contains no graphics at all. |
| Sounds/Animation | Students use sounds and animation effects that are related to the topic. Sounds and animation enhance the overall effect of the display of information. | Students use sounds and animation but do not enhance the overall effect of the display of information. | Students have sounds and animation but are not related to the topic, and do not enhance the display of information. | Students do not use sound and animation in their project. |
| Size | Students project exceed more than 10 slides. | Student’s projects do not exceed 9 or more slides. | Student’s projects do not exceed more than 8 slides. | Student’s project contains 7 or less slides. |
| Impact of Project | 4
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3
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2
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1
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| Performance | Student’s project runs with no problems. | The majority of the project runs smoothly. | Some of the project runs smoothly. | Student’s project does not run properly. |
| Design | Project has appropriate colors, design, correct spelling, punctuation, and grammar. Project contains complete sentences. | Appropriate use of colors, design, but contains some incorrect spelling, punctuation, and grammar. Project has complete sentences. | Some Appropriate use of colors, design, some incorrect spelling, punctuation and grammar. Project mostly has complete sentences. | Inappropriate use of colors, design, mostly incorrect spelling, punctuation and grammar. Project has very few complete sentences. |
| Presentation | Project has balance of text, graphics, when appropriate throughout the project. | Project has mostly a balance of text, graphics. Few slides have only text. | Some of the project has a balance of text, graphics. Some slides have only text. | Project has no balance of text and graphics. Project mostly has text. More than 9 lines of text on a slide. |
| Contrast | Project has a pleasant contrast between text and background. | Most slides have a pleasant contrast. | Some slides have a pleasant contrast. | All slide are difficult to read because of poor contrast. |
| Creativity | The whole project contains a good design of visual materials with attention to detail, which greatly impacted the presentation of the topic. | Project mostly contains a good design of visual materials with attention to detail, which had some impact on the presentation. | Project has some good design of visual materials with very little detail. Had very little impact on presentation. | Project contains no original ideas or work. Has poor design with little detail. Projects the topic poorly. |
| Purpose | The project is designed for the audience specified in the project goal checklist. | Majority of the project meets the requirements for the specified audience. | Very little of the project meets the specified audience in the project goal checklist. | The project is not for the proper audience specified in the project goals checklist. |
| Process | 4
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3
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2
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1
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| Procedures | Students followed teacher direction and did the project steps in order | Students followed teacher direction and did the majority of the project steps in order. | Students somewhat followed teacher direction, but did only a few of the projected steps. | Students failed to follow teacher direction and did not follow projects steps to get the final product. |
| Habits of Mind
Students going solo on projects Students doing projects in cooperative learning groups |
Students worked independently asking peers for help or instruction when needing assistance.
Students worked cooperatively together. Each kept to his/her role making good use of time. |
Student worked semi-independently, often asking peers or the teacher for assistance or advice.
Most of the time students worked in their roles to create a final project. |
Students worked semi-independently often asking the teacher for assistance or advice.
Rarely the students worked in their roles to create a final project. |
Students did not work independently, but constantly asked teacher for assistance or advice.
Students did not collaborate or work together. Much time was wasted over disagreement. |
| Content | 4
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3
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2
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1
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| Topic | Information in the project is organized in a well-planned order. | A majority of the information is organized and well planned, but missing key points. | Very little of the information is organized or planned and missing key points. | Information in the project is not organized and in varied order. |
| Research | Project contains accurate, interesting information as well as fact on the topic. | Project contains mostly accurate information. | Project contains very little accurate information. | Project contains no facts or interesting information. All opinionated or incorrect information. |
| Presentation | Information is presented through seve3ral forms including text, audio and visuals. Content is specific and not too wordy. | Information is presented through two mediums. Content is mostly specific. | Information is presented through mostly one medium. Content is mostly general. | Information is presented through one medium – Text, audio or visual. Content is general and not specific. |