IT9+Project+Rubric

Here is the standard rubric for Information Technology Projects in my classes. The first five criteria are for the PROCESS of doing the project, and the second five are for the PRODUCT--the project itself.

Since there are ten criteria, each marked from 1-4, students will get a mark on each project between 10/40 and 40/40.

Exceeds Expectations || 3 Fulfils Expectations || 2 Minimally Meets Expectations || 1 Not Yet Meeting Expectations ||
 * || 4
 * ~  ||~   ||~ PROCESS ||~   ||~   ||
 * Goal Setting || Student has a very clear idea of intended goals, including PLOs, from the beginning. || Student has a clear idea of all intended goals with some prompting. || Student needs help defining goals; basic plans are present but vague. || Student seems only partly aware of the goals of her own project. Needs a lot of help goalsetting. ||
 * Organization || Student is able to set sub-goals, or divide goals into steps; has a definite sequence in mind. || Student is generally able to break project into subtasks. May have to re-organize some tasks occasionally. || Student needs to be pointed in the right direction by another person. May ask, "What should I do next?" || Student needs significant help breaking large projects into smaller steps. Fails to think through steps. ||
 * Time Management || Student is able to manage time very well; not only completes own project(s) on time, but also makes time to help others. May complete tasks early. Rarely off-task. || Student is able to manage own time well. Occasionally finds time to help others. Completes all tasks on time. May be off task occasionally, but generally refocuses herself. || Student is mostly able to manage own time well. Completes all tasks on time. May need reminders to stay on task. || Student is unable to manage own time well. May be off task frequently. May hand projects in after deadlines have passed. ||
 * Acquires Knowledge || Student is easily able to use resources (Internet, library, other people's knowledge) to supplement her knowledge. Student challenges herself significantly and learns a great deal about the technology involved in the project. || Student is generally able to find needed resources. Student undertakes projects which challenge her and require her to learn about technology. || Student can use resources to find information if directed to them. Student undertakes projects in which she learns about technology, but which are generally not challenging. || Student has difficulty finding and using resources, even when directed to them. May undertake projects which are easy for her and in which she learns nothing significant. ||
 * Communication || Student clearly and articulately communicates her efforts to the teacher; if asked, is able to articulate what she is doing and how it fits into the project at hand. Is able to articulate how the knowledge learned might be used outside a classroom. When required, can ask for help by specifying exactly what is needed. || Student clearly communicates her efforts to the teacher. If asked, she is able to tell what part of her project she is working on. Is able to ask for help when needed. || Student communicates her efforts to the teacher. Knows what part of her project she is working on. May tell someone she needs help (as opposed to asking for it). || Student is not able to communicate her efforts to the teacher. May not be able to say what she is working on. May not ask for help, even when desperate. ||
 * ~  ||~   ||~ PRODUCT ||~   ||~   ||
 * Format || Format for presenting the project enhances the information or theme of the project itself. || Format for presenting the project is appropriate for the theme or content of the project. || Format for presenting the project could have been better chosen, but does not detract from the project. || Format for presenting the project undermines some points made in the project, or otherwise detracts from it. ||
 * Mechanics || Mechanics of presentation (speaking, writing, or other) are free of distracting errors. || Mechanics of presentation are free of errors which distort meaning. || Some mechanical errors may distort meaning, but project is understandable on the whole. || Project is difficult to understand without asking questions after presentation is over. ||
 * Structure || The presentation is very well organized and structured. Structure or organization method may enhance the presentation. || The presentation is structured and organized well. || Presentation may skip around a bit; could have used some polishing structurally. || Project's structure seems illogical or badly disorganized. ||
 * Content || Student shows in-depth knowledge of the technology/software being explored. Demonstrates skills and knowledge learned with confidence. || Student shows knowledge of the technology/software being explored. Demonstrates skills and knowledge learned. || Student shows basic knowledge of the technology/software being explored. Explains, but does not demonstrate, what she learned. || Student has difficulty explaining or demonstrating skill with the software or technology. ||
 * Creativity || Student's project is extraordinary. Ideas may be presented in an unusual way, or the ideas themselves may be unique. || Student's project shows effort at creativity and originality with some success. || Student straightforwardly answers a project question. Some attempts at originality and/or creativity are made. || While the work is the student's own, it is largely based on work done by others. Very little originality or creativity is evident. ||