|
|
|
|
|
|
|
|
Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.
|
Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.
|
Student usually uses classroom project time well, but occasionally distracts others from their work.
|
Student does not use classroom project time well OR typically is disruptive to the work of others.
|
|
|
The site has a well-stated, clear purpose and theme. All content relates to the purpose and theme. No part of the site is silly or goofy.
|
The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.
|
The purpose and theme of the site is somewhat muddy or vague. Parts of the site are silly and goofy.
|
The site lacks a purpose and theme.
|
|
|
There are no errors in spelling or punctuation in the final draft of the web site.
|
There are a few (1-4) errors in spelling or punctuation in the final draft of the web site, but these errors cause no word confusion.
|
There are several (5-9) errors in spelling or punctuation in the final draft of the web site, and these errors interfere with the communication of the author's intent.
|
Frequent errors in spelling or punctuation in the final draft prevent communication of the author's intent.
|
|
|
There are no errors in grammar & mechanics in the final draft of the Web site.
|
There are a few errors in grammar & mechanics in the final draft of the Web site; these errors are minor and do not interfere with the reader's understanding of site content.
|
There are many errors in grammar & mechanics in the final draft of the Web site; these errors seriously interfere with the reader's understanding of site content and purpose.
|
There are too many errors in grammar & mechanics in the final draft of the Web site, and these prevent the reader from understanding the site's content/purpose.
|
|
|
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.
|
|
|
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.
|
|
|
3 links point to relevant, high quality, up-to-date, credible sites.
|
2 links point to relevant, high quality, up-to-date, credible sites.
|
1 link points to high quality, up-to-date, credible sites.
|
There are no links.
|
|
|
Partners show respect for one another's ideas, divide the work fairly, and show a commitment to quality work and support for each other.
|
Partners show respect for one another's ideas and divide the work fairly. There is commitment by some members toward quality work and support of one another.
|
Partners show respect for one another's ideas and divide the work fairly. There is little evidence of a commitment toward quality work in the group.
|
Partners argue or are disrepectful of other's ideas and input. Criticism is not constructive nor is support offered. The work is mostly done by one or two people.
|
