Points
Design Process
Information Seeking/Selecting and Evaluating
Analysis and understanding
Documentation
Product/Process
4
Each Component of the engineering design process was discussed and understanding of its relevance was demonstrated by the student.
Student(s) gathered information from a variety of quality electronic sources. Sources are relevant, balanced and include critical readings relating to the problem/achievement. Primary sources were included. Diigo Reading lists have at least five relevant sources cited.
Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. At least 5 diigo sticky notes were well written and posted in the appropriate place.
Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free.
Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.
3
Most components of the engineering design process were discussed and understanding of its relevance to the achievement was demonstrated by the student.
Student(s) gathered information from a variety of relevant web sites. Sources are relevant, include critical readings relating to the engineering design process. Diigo Reading lists have at least three sources cited.
Student product shows good effort was made in analyzing the evidence collected. At least 5 diigo sticky notes were well written and posted in the appropriate place.
Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted.
Student(s) effectively communicated the results of research to the audience.
2
Only 2 or 3 components of the engineering design process was discussed and understanding of its relevance was demonstrated by the student.
Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources
Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. At least 3 diigo sticky notes were posted in the appropriate place.
Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent.
Student(s) need to work on communicating more effectively
1
None or only 1 of the components of the engineering design process were discussed and the student demonstrated little understanding of its incorporation.
Student(s) gathered information that lacked relevance, quality, depth and balance.
Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence.
Student(s) put forth little or no effort in documenting his sources.
Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.