Project Development
|
| |
Missing
0
|
Emerging
1
|
Advancing
2
|
Exceeding
3
|
Total Score
|
| Data Analysis |
All data is gathered from information in the classroom
or no data gathering is evident. Experts not contacted |
Participants/groups depend on gathering data or input from
local sources only, using at least two methods. Experts contacted
Data gathering is incomplete.
|
Participants/groups depend on gathering data or input from
at least one geographically distant partner using a number
of methods such as experts, e-mail, online resources.
Data gathering is almost complete.
|
Participants/groups depend on gathering data or input from
a number of geographically distant partners using a number
of methods such as experts, e-mail, online resources.
Data gathering is complete.
|
|
| Reporting |
Participants contributed nothing to the group
or the class. |
Participants contributed infrequently to the group
or to the class. |
Participants contributed frequently to the group
or to the class. |
Participants actively contributed to the group
and to the class. |
|
Groupwork/
Collaboration |
Participants did not work as a member of a team
or with a partner in this activity. |
Team groupings of participants on at least part
of the activity. |
Participants worked as members of a team/group
for most of the activity. |
Participants worked in changing teams/groups for
most of the activity. |
|
| Use of Technology |
| |
Missing
0
|
Emerging
1
|
Advancing
2
|
Exceeding
3
|
Total Score
|
| Importance of Technology |
Technology is not an integral part of the activity.
Tasks could be accomplished as easily and effectively without
the use of technology. |
Technology is used infrequently for a few tasks.
Most tasks were accomplished without the use of technology.
There is infrequent use of technology for some participants. |
Technology is used for many activities. There
is regular individual and group use of technology for most participants. |
The activity would not have been feasible or as
effective without the almost constant use of technology. |
|
| Use of the Internet |
The activity's use of the Internet treats participants
as passive recipients of information, is not well defined, or
is a trivial use of the medium. |
The activity's use of the Internet is focused
and may originate from a teacher designed web site. |
The activity's use of the Internet helps participants
achieve goals by by going beyond the facilitator's list of sources
and actively involving them in searching for information or
communicating with peers or experts. |
The activity's use of the Internet helps students
achieve goals by actively involving them in searching for information
or communicating with peers or experts AND synthesizing information
and data into a presentation that is published online. |
|
| Information Access |
Participants do not manage their own information
using technology. |
Participants access information that is pertinent to their
topic using technology, but do not manage it using technology.
|
Participants access and manage information that
is pertinent to their topic using technology. |
Participants access and manage information that
is pertinent to their topic using technology. |
|
| Proposal Components |
| |
Missing
0
|
Emerging
1
|
Advancing
2
|
Exceeding
3
|
Total Score
|
| |
Proposal component are missing and those included
are not fully developed. |
Three or more proposal components are missing.
Those included are well developed. |
One or two of the proposal components are missing,
the rest have been well developed. |
All of the proposal components have been included
and are well developed. |
|
| Web Page Design |
| |
Missing
0
|
Emerging
1
|
Advancing
2
|
Exceeding
3
|
Total Score
|
| Visual Appearance/ Organization |
The layout has no structure or organization. Backgrounds,
if used conflict with text.
Page is difficult to navigate. |
Text is broken into paragraphs and/or sections.
Backgrounds work with text, but do little to enhance the overall
effectiveness of the page.
Page is difficult to navigate. |
Text is broken into paragraphs and/or sections.
Headings label sections and create some hierarchy and consistency.
Backgrounds work with text, but do little to enhance the overall
effectiveness of the page.
Page is relatively easy to navigate. |
There is a consistent format from page-to-page.
Text is broken into paragraphs and/or sections.
Headings label sections and create an easy to understand hierarchy
and consistency.
Backgrounds enhance the text and the overall effectiveness of
the page.
Page is easy to navigate. |
|
| Text |
The written text is difficult to understand and does not stick
to the topic.
There are spelling and/or grammar errors. |
The written text is easy to understand.
There are spelling and grammar errors. |
The written text is easy to understand.
There are no spelling errors, but one or more grammar or syntax
errors. |
The text is clear, concise, and well written.
There are no spelling or grammar errors. |
|
| Links |
Links are either missing, inactive, or do not work. |
Some links work, but some are not active or are missing.
Return links are not always provided. |
Most links work or are activated. Some return links are provided
and work. |
All links are present, active and work.
Return links are consistently provided and work. |
|
| Graphics |
Graphics, if used, are not related to page content.
Graphics (size and type) used make loading of pages very slow.
Too many graphics. |
Graphics show some relation to page content.
Graphics (size and type) used make loading of pages very slow.
Too many graphics. |
Graphics enhance the page.
Graphics (size and type) used make loading of pages very slow. |
Graphics enhance the page.
Images are proper size, resolution and coloring.
Graphics are used as links. |
|
| Presentation |
| |
Missing
0
|
Emerging
1
|
Advancing
2
|
Exceeding
3
|
Total Score
|
| |
Participant did not participate in the presentation to the
class. |
Participant minimally participated in the class presentation.
The presentation was not convincing. |
Participant participated in the class presentation.
The presentation was convincing. |
Participant took an active role in the class presentation.
The presentation was very convincing. |
|
