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Rubric

The project will be worth 100 points and will be graded as follows:

 

Decide Outline                                                 2 points

Content Outline                                                2 points

Flowchart                                                         2 points

Storyboards                                                      4 points

Multimedia Portion – per rubric                      28 points

Content of Website – per rubric                       28 points                       

Presentation of Website – per rubric               12 points

Self Evaluation                                                 3 points

Group Evaluation                                             3 points            

Peer Evaluation                                                4 points

Written Report – per rubric                              12 points

 


Multimedia Rubric

 

 

 

 

 

 

 

 

 

 

CATEGORY

4 points

3 points

2 points

1point

Layout

The Web site has 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.

The Web pages have an attractive and usable layout. It is easy to locate all important elements.

The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.

The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.

Navigation

Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost.

Links for navigation are clearly labeled, 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.

Graphics

Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding.

Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding.

Graphics are related to the theme/purpose of the site, and are of good quality.

Graphics seem randomly chosen, are of low quality, OR distract the reader.

Multimedia Element #1

The element is thoughtfully edited and used only where they add to reader understanding of the content or to make the site more accessible to persons with handicaps.

The element is used only where they add to reader understanding of the content or to make the site more accessible to persons with handicaps.

The element is used, but somewhat detracts from the overall site.

The element is used, but distracts and detracts from the overall site.

Multimedia Element #2

The element is thoughtfully edited and used only where they add to reader understanding of the content or to make the site more accessible to persons with handicaps.

The element is used only where they add to reader understanding of the content or to make the site more accessible to persons with handicaps.

The element is used, but somewhat detracts from the overall site.

The element is used, but distracts and detracts from the overall site.

Color Choices

Colors of background, fonts, unvisited and visited links form a pleasing palette, do not detract from the content, and are consistent across pages.

Colors of background, fonts, unvisited and visited links do not detract from the content, and are consistent across pages.

Colors of background, fonts, unvisited and visited links do not detract from the content.

Colors of background, fonts, unvisited and visited links make the content hard to read or otherwise distract the reader.

Copyright

Fair use guidelines are followed with clear, easy-to-locate and accurate citations for all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained.

Fair use guidelines are followed with clear, easy-to-locate and accurate citations for almost all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained.

Fair use guidelines are followed with clear, easy-to-locate and accurate citations for most borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained.

Borrowed materials are not properly documented OR material was borrowed without permission from a site that requires permission

 

 

 

Content of Website Rubric

 

 

 

 

 

CATEGORY

4

3

2

1

Information about your Habitat

Content includes many facts and supporting details about the researched habitat and at least 7 biotic and abiotic factors

Content includes  many facts and supporting details about the researched habitat and at least 6 biotic and abiotic factors

Content includes some facts and supporting details about the researched habitat and at least 5 biotic and abiotic factors

Content includes  a few facts and supporting details about the researched habitat and at least 4 biotic and abiotic factors

Information about researched species

Content includes a lot of information about the species, including its role in its ecosystem and trophic input

Content includes a lot of information about the species, including its role in its ecosystem.

Content includes a lot of information about the species.

Content includes  some information about the species.


Information about Environmental factors, pressures and succession

Content includes a lot of information about the environmental factors, pressures and succession facing the researched species and habitat. It includes relevant topics regarding population fluctuations, carrying capacity, limiting factors and human factors

Content includes a lot of information about the environmental factors, pressures and succession facing the researched species and habitat

Content includes 3-4 facts about the environmental factors and pressures facing the researched species and habitat

Content includes 1-2 facts about the environmental factors and pressures facing the researched species and habitat

Consequences of environmental issues

Content includes several consequences of the environmental factors and pressures facing the researched species, impacts and consequences for other species in the habitat and the habitat in general

Content includes 3 consequences of the environmental factors and pressures facing the researched species, impacts and consequences for other species in the habitat and the habitat in general

Content includes 2 consequences of the environmental factors and pressures facing the researched species.

Content includes a consequence of the environmental factors and pressures facing the researched species.

Human Impact

Content includes a lot of information about positive and negative human interactions, varying perspectives on the issues and proposes a few solutions and/or ideas for getting involved

Content includes a lot of information about positive and negative human interactions, varying perspectives on the issues and proposes a solution

Content includes 2-3 instances of positive and negative human interactions and proposes a solution

Content includes 1-3 instances of positive and negative human interactions.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Sources

All sources are accurately documented in the desired format.

All sources are accurately documented, but a few are not in the desired format.

All sources are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

 

 


Presentation Rubric

 

 

 

 

 

CATEGORY

4

3

2

1

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

 

Written Report Rubric

 

 

 

 

 

CATEGORY

4

3

2

1

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Quality of Information

Information clearly supports the topic. It includes several supporting details and/or examples.

Information clearly supports the topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the topic. No details and/or examples are given.

Information has little or nothing to do with the topic.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

 

SELF EVALUATION FORM

Name of Group: __________________________________________

Project Title: _____________________________________________

Your Name: __________________________________________________

How did you contribute to the project?

 

 

What did you learn about Environmental factors and your species in the process of developing this project?

 

 

What did you learn about multimedia development during this project?

 

 

 

Did you learn anything about yourself during the course of this project?


GROUP EVALUATION FORM

Name of Group: __________________________________________

Project Title: _____________________________________________

Your Name: __________________________________________________

What were your groupfs strengths?

 

 

What were your groupfs weaknesses?

 

 

What were some of the things you learned working with others?

 

 

What would you do differently next time?

 

Rate yourself and each memberfs input as poor, average, very proficient, outstanding.  Please explain your ratings.


Based on each groupfs presentation and your review of their webpages fill out the following form.

PEER EVALUATION FORM

Name of Group: __________________________________________

Project Title: _____________________________________________

Your Name: __________________________________________________

CONTENT:

What did you learn about their habitat?

 

What did you learn about their species?

 

What did you learn about environmental impacts?

 

Were you inspired to help this species?

 

DESIGN:

What were the strengths in this groupfs design?

 

What Improvements would you suggest?

 


References

Ivers, K.S., & Barron, A.E. (2006). Multimedia projects in education, designing, producing and assessing. Westport, CT: Libraries Unlimited.

Rubistar. (2008). Retrieved from http://rubistar.4teachers.org/