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4 |
3 |
2 |
1 |
| Gathering Information |
We explain how we carefully collect both statistical and anecdotal raw data in a systematic, objective manner.
We get information from a wide variety of appropriate information sources, such as original research, interviews, periodicals, databases, and the Internet. |
We collect both statistical and anecdotal raw data. We use a variety of search strategies to help us find information.
We prefer to limit the types of information sources we use to those we are most comfortable with. |
We try to collect raw data, but it may not be as objective or systematic as it should be.
We select resources, but they are not always appropriate. We prefer to use one or two types of resources to find the information we need. |
We have no raw data or the data we have collected is carelessly recorded.
Someone else selects the resources we need and shows us how to find the information. |
| Analyzing Information |
We determine that the information we’ve selected from outside sources is relevant and credible.
We correctly and carefully use statistical reasoning to draw conclusions about raw, numerical data we have collected.
We examine interviews and anecdotal observations carefully and systematically to identify and categorize common themes. |
We use sources that are determined by others to be credible.
We use statistical reasoning to draw conclusions about our numerical data.
We look at interviews and anecdotal observations to find common themes. |
We need help determining if a source is credible, and some of our information is not very credible.
We need help to draw conclusions about our numerical data.
We need help to identify common themes in interviews and observations. |
Someone has to help us decide what information to use, and much of our information is not very credible.
We cannot draw conclusions about our numerical data.
We do not find themes in interviews and observations. |
| Proposed Solution |
Our solution is creative, practical, and is justified by a careful synthesis of our research.
We address several possible objections to our plan in a logical, thoughtful, and respectful manner. |
Our solution is logical and justified by research.
We address some objections to our plan. |
Our solution has some good points but may be impractical or not clearly justified by our research.
We address very few objections to our plan, and our responses are not logical. |
Our solution is impractical and is not justified by our research.
We do not address objections to our plan. |
| Presentation/Report |
| Writing: Audience |
Our presentation shows an awareness of the background knowledge and attitude of the audience. |
Our presentation shows an awareness of the audience. |
Our presentation shows some awareness of the audience. |
Our presentation does not address the needs of the audience. |
| Writing: Organization |
We use headings and subheadings effectively to convey relationships among ideas. |
We use headings and subheadings to help the reader understand what we are saying. |
We use some headings and subheadings, but they are sometimes confusing and not helpful. |
We do not use headings and subheadings to organize our ideas. |
| Writing: Bullets |
We use bulleted phrases that are parallel in structure to summarize main points using well-chosen words. |
We use bulleted phrases to explain our ideas. |
We use some bulleted phrases, but they may be wordy or confusing. |
We do not use bulleted phrases to explain our ideas. |
| Writing Conventions |
We make no errors in spelling, punctuation, capitalization, or Standard English. |
We make no errors in spelling, punctuation, capitalization, or Standard English that detract from meaning. |
We make some errors in spelling, punctuation, capitalization, or Standard English that detract from meaning. |
We have so many errors in spelling, punctuation, capitalization, or Standard English that it is difficult to understand what we are saying. |
| Slide Design |
Our slides are designed to highlight the most important points in an attractive way and with specific purpose. There is a logical flow of graphics, sound, and text that enhances the meaning of the presentation. |
Our slide design has been done with purpose. Graphics, sound, and text are relevant to the content. |
Our slide design makes some sense. Most graphics, sounds, and text relate to content. |
Our slide design is confusing and does not relate to the content. Our choice of graphics, sound, and text detracts from presentation. |
| Graphics |
Our charts and graphs are easy to read, are labeled correctly, and provide important and useful information to the audience.
Our graphics explain and reinforce the text text and add to the meaning of the presentation. |
Our charts and graphs provide important information to the audience. Our graphics are relevant to the text and the content of the presentation. |
Our charts and graphs are confusing and do not communicate anything to the audience. We occasionally use graphics, but they do not always support the content. |
We do not have any charts or graphs
OR
Our charts and graphs do not make any sense.
We do not have any graphics OR Our graphics detract from the content. |
| Text |
We use fonts that are large enough, easy to read, and appropriate.
We use text features such as bold, underline, font color, indentations appropriately to enhance the understanding of the content.
We use an appropriate amount of text on each slide. |
We use fonts that are large and easy to read.
We use text features such as bold, underline, font color, and indentations appropriately.
We use an appropriate amount of text on each slide. |
Sometimes our fonts are too small or difficult to read.
Sometimes we use text features such as bold, underline, font color, and indentations, but they are not always effective.
Sometimes we have too much text on a slide. |
We often use fonts that are too small and are difficult to read.
When we use different text features, they usually detract from what we am trying to say.
We often have too much text on a slide. |