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Rubric 3

This rubric evaluates students on four criteria for a unit outcome: presentation of their pitch, explanation of how their final visual communications met the project brief requirements, peer evaluation, and discussion of design thinking processes. For each criterion, the rubric provides descriptors to assess performance at levels A through E, with A being highly successful demonstration of the criterion and E being an unsuccessful demonstration.

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256 views1 page

Rubric 3

This rubric evaluates students on four criteria for a unit outcome: presentation of their pitch, explanation of how their final visual communications met the project brief requirements, peer evaluation, and discussion of design thinking processes. For each criterion, the rubric provides descriptors to assess performance at levels A through E, with A being highly successful demonstration of the criterion and E being an unsuccessful demonstration.

Uploaded by

api-338694667
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
Download as pdf or txt
Download as pdf or txt
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RUBRIC: UNIT 4: OUTCOME 3: SAC

CRITERIA

Presentation

Pitch

Peer evaluation

Students were able to


very succesfully
present their pitch,
utilising elements such
as use of voice
projection, eye contact
and audience
engagement.

Students were able to


succesfully present
their pitch, utilising
elements such as use
of voice projection,
eye contact and
audience engagement.

Students were able to


present their pitch,
utilising elements such
as use of voice
projection, eye contact
and audience
engagement.

Students were able to


present their pitch,
utilising some
elements such as use
of voice projection,
eye contact and
audience engagement.

Students were not


able to present their
pitch, utilising any
presentation elements
such as use of voice
projection, eye contact
and audience
engagement.

Students were able to


thoroughly explain
how their nal visual
communications met
the requirements of
the brief.

Students were able to


explain in some detail
how their nal visual
communications met
the requirements of
the brief.

Students were able to


explain how their nal
visual communications
met the requirements
of the brief.

Students referred to
how their nal visual
communications met
the requirements of
the brief.

Students did not


explain how their nal
visual communications
met the requirements
of the brief.

Students spoke about


all of the following:
- design thinking
- decision making
- design process
- critical and reective
thinking
- thinking strategies
- evaluation

Students spoke about


most of the following:
- design thinking
- decision making
- design process
- critical and reective
thinking
- thinking strategies
- evaluation

Students spoke about


some of the following:
- design thinking
- decision making
- design process
- critical and reective
thinking
- thinking strategies
- evaluation

Students spoke about


a small number of the
following:
- design thinking
- decision making
- design process
- critical and reective
thinking
- thinking strategies
- evaluation

Students spoke about


none of the following:
- design thinking
- decision making
- design process
- critical and reective
thinking
- thinking strategies
- evaluation

Students were able to


comprehensivly assess
their peers based on
the criteria outlined on
the worksheet.

Students were able to


assess, in some detail,
their peers based on
the criteria outlined on
the worksheet.

Students were able to


assess their peers
based on the criteria
outlined on the
worksheet.

Students were able to


mark their peers based
on the criteria outlined
on the worksheet.
However there was
little to no written
responses.

Students were not


able to mark their
peers based on the
criteria outlined on the
worksheet, and there
was no written
responses.

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