Evaluation
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score | |
|---|---|---|---|---|---|
|
Design: Effective solution
| Bridge design shows some understanding of mathematical concepts of trigometry, measurements and geometry, yet lack of full comprehension prevents correct solution. | Bridge design
reflects good understanding of mathematical concepts of
trigometry, measurements and geometry, yet some mistakes prevent correct solution | Bridge design accomplishes the goal. It reflects deep understanding of mathematical concepts of measurement, trigometry, and geometry. | Bridge design
accomplishes the goal and displays advanced application of mathematical
concepts of trigometry, measurements and geometry. | |
|
Design: Solution creativity
| Little or no change of bridge design. | Bridge design reflects some attempts of creatively redesigning the bridge. | Redesign of bridge displays successful creativity. | Bridge redesign is not only practical, but aesthetically pleasing. | |
|
Design: Mathematical justification
| The bridge redesign has little to none mathematical justification. | The bridge redesign is supported by some mathematics, but not completely. | The bridge redesign is fully supported by mathematics. | The bridge redesign is fully supported by mathematics and shows at least one extra design feature supported by mathematics. | |
|
Collaboration: Cooperation
| Student shows little interest or skill in working as a team in accomplishing task. | Student demonstrates a willingness to work as a team member but lacks effective skills. | Student demonstrates willingness and compentency in working as a team to accomplish the task. | Student goes beyond the call of duty to accomplish task in a team effort. | |
|
Collaboration: Taking responsibility
| Student takes little to no responsibility for accomplishing task. | Student takes on specific responsibilites for accomplishing task but does not achieve total success. | Student takes on specific responsibilites and achieves success. | Student takes on specific responsibilities for accomplishing the task and works with the group so that everyone achieves success. | |
|
Oral Presentation: Organization
| Student does not contribute to the presentation or student's presentation is disorganized. | Student contibutes to the presentation, yet certain aspects remain unclear. | Student contributes to the presentation and explains everything in an organized fashion. | Student presents everything in a very clear, explicit manner that is easily understood. | |
|
Oral Presentation: Voice Projection,Word Usage,and Body Language
| Student does not present or student's voice during presentation is difficult to hear and student's body language is distracting to the message. | Student's voice during presentation is generally easily heard but could improve with some adjustments and/or body language is generally appropriate but occasionally distracts from the message. | Student's voice projection is clearly heard, word choice is appropriate and body language reinforces message . | Student is ready to present to City Council- voice, word choice and body language are extremely professional. |