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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.
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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.
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Student usually uses classroom project time well, but occasionally distracts others from their work.
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Student does not use classroom project time well OR typically is disruptive to the work of others.
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Student meets personally with client 3-4 times. Student emails client throughout the project process.
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Student meets personally with client 2 times. Student emails client throughout the project process.
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Student meets personally with client 1 time. Student emails client some during the project process.
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Student meets personally with client 1 time. Student emails client only once during the project process.
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Finished site meets the client's needs.
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Finished site almost meets the client's needs.
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Finished site somewhat meets the client's needs.
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Finished site barely meets the client's needs.
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Teacher wants to use the site.
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Student uses clearly outstanding people skills with all others in class.
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Student uses average people skills with all others in class.
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Student uses fair people skills with all others in class.
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Student uses poor people skills with all others in class.
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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.
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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.
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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.
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Borrowed materials are not properly documented OR material was borrowed without permission from a site that requires permission
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Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.
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Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.
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Background is consistent across pages and does not detract from readability.
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Background detracts from the readability of the site.
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Colors of background, fonts, unvisited and visited links form a pleasing palette, do not detract from the content, and are consistent across pages.
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Colors of background, fonts, unvisited and visited links do not detract from the content, and are consistent across pages.
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Colors of background, fonts, unvisited and visited links do not detract from the content.
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Colors of background, fonts, unvisited and visited links make the content hard to read or otherwise distract the reader.
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Banner / Logo is an original creation of the student using Photoshop CS2 text skills and looks professional.
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Banner / Logo is an original creation of the student using Photoshop CS2 text skills and looks almost professional.
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Banner / Logo is an original creation of the student using Photoshop CS2 text skills, but doesn't look professional.
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Banner / Logo is not an original creation of the student using Photoshop CS2 text skills.
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The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability.
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The fonts are consistent, easy to read and point size varies appropriately for headings and text.
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The fonts are consistent and point size varies appropriately for headings and text.
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A wide variety of fonts, styles and point sizes was used.
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Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding.
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Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding.
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Graphics are related to the theme/purpose of the site, and are of good quality.
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Graphics seem randomly chosen, are of low quality, OR distract the reader.
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Every Web page contains a statement of authorship, school name, and date of publication/date last edited.
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Almost all Web pages contain a statement of authorship, school name, and date of publication/date last edited.
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Most (75-80%) Web pages contain a statement of authorship, school name, and date of publication/date last edited.
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Several Web pages do not contain a statement of authorship, school name, and/or date of publication/date last edited.
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All links point to high quality, up-to-date, credible sites.
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Almost all links point to high quality, up-to-date, credible sites.
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Most links point to high quality, up-to-date, credible sites.
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Less than 3/4 of the links point to high quality, up-to-date, credible sites.
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The site has a well-stated clear purpose and theme that is carried out throughout the site.
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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.
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The purpose and theme of the site is somewhat muddy or vague.
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The site lacks a purpose and theme.
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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.
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The Web pages have an attractive and usable layout. It is easy to locate all important elements.
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The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.
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The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.
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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.
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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.
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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.
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Some links do not take the reader to the sites described. A user typically feels lost.
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All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met.
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Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met.
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Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.
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There are several inaccuracies in the content provided by the students OR many of the requirements were not met.
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There are no errors in spelling, punctuation or grammar in the final draft of the Web site.
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There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web site.
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There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web site.
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There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web site.
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Project clearly shows that the student has fully learned how to use Dreamweaver and Photoshop CS2.
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Project shows that the student has limited skills using Dreamweaver and Photoshop CS2.
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Project shows that the student has very little skills using Dreamweaver and Photoshop CS2.
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