6th 7th and 8th Grade Technology - The Gateway To Technology® (GTT)
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Assessment Rubric Project/Assignment: Student Name: Section: Circle the number in pencil that bests shows how well you feel completed each criterion below. Excellent Good Average Needs
State the Problem:
In the first step of the informed design the designer describes the problem clearly.
The specifications for a design problem are the performance requirements, that the solution
10 9-8 7 6 or less Design Brief states the problem and lists the
specifications for design. Constraints are the
limits that often relate to resources, such as what
kind of materials the designer can use, the cost of
the final product and the time required. Other
limitations often relate to the number and skill
requirements of workers and the effects on the
10 9-8 7 6 or less Generate possible solutions- Sketch and Label. Most problems have more than one solution. You should always develop many design ideas even though you may want to grab onto the first idea that comes into your head. 10 9-8 7 6 or less Select & Justify your best solution. Fits within the desgn constraints and has the least number of negative characteristics . Good design solutions are those that work well, are cost efficient, and cause minimal or no harm to the envirornment or to people. They meet ALL of the design requirements and are within all constraints. 10 9-8 7 6 or less Impliment the Solution Build (Describe this process in paragraph form) During the design process, drawing and modeling of the proposed solution are made in order to work out any design problems before the product is put into production. 10 9-8 7 6 or less Total: 50 points
Industrial Technology Project Grading Rubric
Industrial Technology Project Grading Rubric Excellent, Exemplary, Extraordinary
Fantastic, Fabulous, Fine
Average, Adequate, Acceptable
Poor, Pitiful, Paltry
Unsatisfactory, Unacceptable, Unfinished
Planning, research, problem solving, explored choices, originality, innovation, creativity, critical thinking, material selection, preliminary sketch, working drawing.
Student used research, problem solving and critical thinking to generate many original and innovative ideas. Several preliminary sketches were used to produce a final set of working drawings. Student did some research, attempted to problem solve and use critical thinking to generate original thought. A preliminary sketch was used to generate a final working drawing. Student relied on other students' research, lacked original ideas and relied on other students' sketches and plans to produce a final working drawing. Student did not do any research, used ready-to-use plans from instructor or other source and required step-by-step instruction. Student showed showed no evidence of having done any planning. Process
Safety awareness, glasses, clothing, etc. Hand tools, power tools, portable power tools, stand-alone machines.
Student worked safely, looked for unsafe conditions and reported them. Student was aware of his/her own safety and reminded others to be safe. Student was aware of his/her own safety and worked safely around others. Student committed unsafe actions and was unaware of his/her need for safety. Student was unaware of his/her own safety and committed unsafe actions in relation to others. Output
Craftsmanship, knowledge, quality detailing, neatness, accuracy.
The project was free of error. Additional effort or time could not have made it better. All components fit together perfectly. The student exhibited master-level knowledge. The project had slight apparent errors. With additional time or effort, it would have been perfect. Some components are misaligned. The student exhibited journeyman-level knowledge. The project had apparent errors that should have been fixed. Greater patience and care was needed in production, construction and assembly to improve fit and finish. The student exhibited apprentice-level knowledge. The project had many errors and showed lack of pride. Components do not fit well together. Lack of time and effort has produced a shoddy project. The student exhibited minimal entry-level knowledge. The project was incomplete, nonfunctional or unassembled. Components did not fit. Laziness, apathy or absenteeism resulted in an inferior product. The student exhibited lack of knowledge and understanding. Modification
Functional, testing, analysis, troubleshooting, evaluation, demonstrated learning.
Student made modifications throughout the entire process. Student applied prior knowledge to improve this project. Student made some changes during production. Student used prior experience to adjust current project. Student made modifications only in the final stage. Student did not apply knowledge from prior experiences to foresee problems. Student disregarded errors and attempted to make modifications only after the project was complete. Student made no effort to modify project, with apparent errors showing during the process and after project completion. Responsibility
Work habits, attendance, punctuality, preparedness, organization, self-starting, on-task, effort, attitude, cooperation, helpfulness, clean-up effort.
Student began work right away, was always on task, worked hard and had a positive attitude. Showed willingness to help others and was respectful. Student was enthusiastic, always prepared, followed through on assignments, showed a great deal of effort, helped others in cleaning up and was pleasant. Student was on-time, was organized and prepared, did his/her own work without bothering others and cleaned-up after him/herself. Student started late, was frequently unprepared, was off task on occasion, did the minimum to get by and let others clean up. Student was tardy or absent often, was seldom on task, bothered other students, was uncooperative or rude and made a substantial mess that others had to clean up.
ORAL/WRITTEN PRESENTATION Grading Rubric
Outcome Distinguished Proficiency Apprentice Novice Category 4 Points 3 Points 2 Points 1 Point Content Thoroughly and clearly states the main points and precise details that are accurately focused on the design project. Adequately states the main points and details that are accurately focused on the design project. States most of the main points and details that focus on the design project. May include some un-necessary information. States few main points and details that focus on the design project, or information does not relate to the topic. Organization Clearly organized in a logical sequence. Excellent use of an outline. Excellent introduction and conclusion. Adequate evidence of a logical sequence of information. Good use of an outline. Satisfactory introduction and conclusion. Fair evidence of logical sequences of information. Some use of an outline. Weak introduction and conclusion. Minimal or no outline followed. No logical organization; some digressions. Unclear, confusing. No introduction or conclusion. Delivery Effectively & creatively delivers the information while staying on the topic and considering the audience. Uses voice variation. Interesting and vivid to hear. Adequately delivers the information while staying on the topic and considering the audience. Speaks clearly and confidently. Delivers the information but does not stay on the topic. Little consideration of audience. Uses incomplete sentences. Little or no attempt is made to stay on the topic. Does not consider the audience. Difficult to understand. Preparation Presentation shows detailed preparation and practice in delivery including use of voice , posture, eye contact, gestures, pacing, and use of pictures, graphs, computer models, etc. Interesting and vivid. Presentation shows satisfactory preparation as well as practice in delivery including use of voice , posture, eye contact, gestures, and pacing. Some use of pictures, graphs, computer models, etc. Presentation shows some preparation as well as some practice in the delivery including marginal use of voice , posture, eye contact, gestures, pacing, and marginal use of pictures, graphs, computer models, etc. Presentation is lacking in preparation as well as some practice in the delivery including marginal use of voice , posture, eye contact, gestures, pacing, and little or no use of pictures, graphs, computer models, etc. Difficult to hear. Written Report Clearly and completely describes the design and the design process, including all of the necessary information in the most appropriate order. Excellent use of sections and divisions. Excellent use of content vocabulary. Adequately describes the design process including most of the necessary information in a correct order. Good use of sections and headings. Good use of content vocabulary. The design and design process is not clearly described. Includes most necessary information, but the order is not correct. Few sections and headings. Fair use of content vocabulary. The design and design process is not described. Includes very few pieces of necessary information. Minimal or no sections and divisions. Weak or no use of content area vocabulary.