Senior ProjectSenior Project
Table of Contents SECTION PAGE
Senior Project Information 3
Senior Project Components 4
Preparing a Project Proposal 5
Senior Project Proposal (CTE teacher)
SMART Goals
Sample Project Ideas
Senior Project Presentation General Information
Presentation Preparation
Teacher Review of the Senior Presentation Plan
Project Timeline
Rubrics
Resume
Project proposal
Employability skills
Oral presentation
Power point
Multimedia
Driving Question Rubric
6-7
8
9
10
11-12
13
14
15-23
(15)
(16-17)
(18-19)
(20)
(21)
(22-23)
24-25 _
Senior Project Information
What is a "SENIOR PROJECT?" It is a culminating senior project assessment for high school seniors, which allows
students to demonstrate their ability to design and participate in a multi-phased research-
based learning process. The Senior Project assists students in preparing for their future
in higher education, technical institutions, or the workforce. This multifaceted task
reinforces and refines complex skills such as:
• Long and short-term goal completion • Professional communication • Critical and creative thinking • Time, task, and cost analysis • Professional attitudes and basic knowledge application • Insightful self-evaluation • Time management • Organization and planning • Presentation strategies
All seniors at Dubiski Career High School are required to complete the Senior Internship Project. Grades earned for each element of the project will count in CTE courses. Please see the
"Project Timeline" at the end of this handbook for information regarding how each element of the
project will be weighted.
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Senior Product Components
4 P's: Planning, Proposal, Product, Presentation
1. Develop a planning strategy by submitting a driving question, reflecting the major
concentration of study.
2. Submit a proposal for a challenging project reflecting the major concentration of study.
3. Design and produce a related, rigorous, student‐driven project or product. 4. Prepare an oral presentation for an authentic audience, consisting of business professionals, teachers, administrators, counselors, and community members.
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Preparing a Product Proposal
In a professional workplace a proposal is required for almost any activity performed by a company. An advertising firm must propose a plan for a company's promotion. A construction company landscape service must submit a bid to be considered for a job. In everyday life, customers shop from place to place to get the highest quality for the most reasonable amount of money. Sales representatives often exhibit samples and examples to impress their prospective clients. The project proposal could be considered the students sales pitch or bid for a job. It provides the student's CTE teacher with a framework to determine whether the project is immediately approved, approved for modifications, or should be resubmitted. The proposal is an instrument for planning a quality product. This also gives the students the valuable experience of planning, preparing, and presenting a proposal similar to the expectations found in a professional work environment.
The following page will serve as a guide for developing a proposal.
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Senior Project Proposal
Student Name _____________________________ Date_____________________ Pathway__________________
(Deliver to your CTE Senior Practicum Teacher)
Product: a tangible and creative outgrowth of student research; reflection of student's understanding. Describe a challenge, topic, or issue that is important to you in your career path. ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What are my questions about this challenge, topic, problem or issue? ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How is this an emerging trend to a real‐world problem? How will this impact the real world? ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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How do I plan to improve, solve, or engage with this challenge, topic or issue? Using the SMART goals resource on the next page, develop three specific goals that you will explore to direct your research. The goals should be phrased as questions first. ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Why do you think this is the best plan of action? ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What is your overall driving question for this product? (Tips: the driving question should NOT be Google-able, answered with a yes or no, and should create inquiry) ___________________________________________________________________________ ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ Things to consider in developing the project proposal: How does it solve a problem? How does it provide new information or a new approach to solving a problem? Does it reflect a diversity of research resources? Explain Will it appeal to the interest of an audience? Do you have access to the necessary materials? Does it reflect your major field of study? Does your project idea demonstrate creativity? Will you be able to complete it within the time limits?
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S – Strategic & Specific The goal should iden.fy a specific ac.on or
event that will take place. It answers the ques.on:
Who and What?
M – Measurable Include in the specific goal statement the
measurements to be used to determine that the results or outcomes expected have been achieved. It answers the ques.on: How?
A – A4ainable Goals should challenge people to do their best,
but they also need to be achievable.
R – Relevant & Rigorous Goals need to pertain directly to the
performance challenge being managed.
T – Time Bound Allot enough .me to achieve the goal but not
too much .me, which can affect project performance. It answers the ques.on:
When?
Sample Product Ideas
The following are possible ideas for products. Some of the ideas are major-specific while others are simply generic. Students should exhibit their own creativity when choosing a product. Students are only limited by their willingness to dream and follow through!
• Create a personal video package (radio/TV broadcasting) • Conduct and analyze a patient/client survey (medicine) • Produce a videotape of sample procedures (medicine, law) • Design an informational packet • Write (for publication) a newspaper article on a current, relevant topic • Design a website for a small business, organization, or professional group (animation,
media tech) • Write an appellate brief (law) • Compile an office reception area activity packet (medicine, law) • Design a set of architectural blueprints (architecture, engineering) • Create a photo journal of steps in project completion (engineering) • Design and build a model of a project (architecture, engineering) • Design a graphic (logo, advertisement, webpage) to be used by a business, organization,
club, etc. (animation, graphic arts) • Write a will in an acceptable legal format (law) • Research and write pamphlets or booklets (graphic arts) • Create a board game on a relevant topic on the career itself • Create laminated charts, posters, etc. (graphic arts) • Design and produce instructional media: video, audio, etc. (media tech) • Draw a cartoon book explaining a process or a procedure • Produce a "day in the life" video of your chosen major (media tech) • Design a marketing campaign for a business or product (graphic arts, marketing) • Research and design a menu for a restaurant with nutritional information
(graphic arts, culinary) • Set up an accounting system for a small business (banking & finance)
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Senior Project Presentation: General Information
The presentation schedule for Senior Projects is determined by the student's pathway. Each pathway is assigned a specific presentation day and students from within their career pathway are scheduled to present at a designated time during the course of that day/evening. Students who do not present their Senior Project on the day assigned will be
• Rescheduled to present the following morning for a maximum grade of 70 • Any student who does not present the following day will then present the following
day for a maximum grade of 50.
Taking a zero on this assignment is NOT an option. Remember, the grade earned for the Senior Presentation will be reflected in your CTE Senior Practicum class. Senior project topics have been approved in advance by CTE teachers. Students will submit a draft and final proposal for approval. Upon final approval, deviations from the topic will result in a grade deduction. Senior projects are evaluated by a panel of internship providers, community partners, mentors, teachers and DCHS staff members. The senior project grade is determined by averaging the total number of points awarded by each judge.
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Presentation Preparation
STEP 1: Gather ideas 1. What are the major aspects of the project? 2. What problems were encountered? 3. What emotions were experienced while working through the project?
(Anger? Excitement? Pride? Frustration?) 4. What personal growth was gained from the project? 5. Did the project affect future career plans? 6. How have I grown through the process of doing this project? STEP 2: Organization 1. Use some type of visual organizer to plan out the presentation (examples: index cards,
PowerPoint outline, or storyboard) 2. Plan the introduction. The introduction should have the following attributes:
• Grab attention • Make topic clear • Take no more than 60 seconds • Uses quotations, readings, dramatics, jokes, surveys or other audience participation set,
games, audio‐visual devices, demonstrations, or questions 3. Plan the conclusion 4. Plan the display of the project 5. Plan the visual aids/props and test them to make sure that they are working properly 6. Decide how to integrate technology into the presentation STEP 3: Speech Techniques to Remember Eye contact - this is extremely important. Practice often enough that you rarely need to look at any notes. Remember this is a friendly audience that wants you to be successful. Posture - stand proud. You have accomplished a great deal and should show pride in your accomplishments. Voice ‐ speak clearly and audibly so the whole audience can hear. Sound natural. Gestures - use natural gestures to make points in the presentation. Over gesturing or distracting mannerisms should be avoided. Props ‐ practice using any props that are part of the presentation Dress - wear professional dress. If wearing clothing appropriate for the profession (ex. Medical scrubs) will enhance the presentation the student may choose to do that.
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STEP 4: Rehearse 1. The presentation should be well rehearsed and should last between 10-12 minutes.
Presentations that are either too long or too short will receive a substantial point deduction.
Presentations will be stopped at the 12-minute mark whether you are finished or not.
2. Make sure that your technology components work properly in advance of the presentation.
Have a backup plan.
3. Make sure that any videos shown as part of the presentation do not exceed a total of 3
minutes in length. Videos shown must clearly enhance the understanding of the topic and
not be used as fillers for the presentation.
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Teacher Review of Senior Presentation Plan
(The review will occur before the formal oral presentation - practice the presentation with the CTE teacher and peers) Student Name________________________________ Date___________________ CTE Faculty Advisor__________________________ Pathway_______________ _______ The student's presentation matches the final project proposal submitted. _______ The presentation focuses on a product or project that the student has developed. Recommendations: ______________________________________________________________________________ ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ Teacher Signature ________________________________________________________
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Project Timeline
WHAT TO WHOM BY DATE WEIGHT Training Mrs. Borton & Mr. Sept. 13, 2:30-4:00
Minix pm Senior Project intro. Mrs. Cavazos Sept. 15, 2:30-4:00
pm Driving Question CTE Senior Practicum TBD by CTE teacher 1 daily grade draft teacher Driving Question CTE Senior Practicum TBD by CTE teacher 1 daily grade draft 2 - gallery walk teacher Driving Question final CTE Senior Practicum TBD by CTE teacher
teacher Project proposal draft CTE Senior Practicum TBD by CTE teacher
teacher Project proposal draft CTE Senior Practicum TBD by CTE teacher
1 major grade 1 daily grade 1 daily grade
2 - teacher & peer teacher critique Project proposal final CTE Senior Practicum TBD by CTE teacher 1 major grade
teacher Mock Interview CTE Senior Practicum TBD by CTE teacher 1 daily grade practice - peers & teacher & peers teacher Mock interview - formal Internship dates
District members & administrators Varies by student
Oct. 20, 4:30-6:16 pm Dec. 15, 4:30-6:15 pm Oct. 3 - Apr 19, 5 week period; dates vary by pathway
1 major grade
Senior project dress CTE Senior Practicum TBD by CTE teacher rehearsal teacher & peers Senior Project Formal Authentic audience Date TBD 2 major grades presentation
**CTE reserves the right to modify the due dates and add new activities
**Example of the project timeline students will receive from their CTE teacher.
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Rubric for Résumé Writing – Senior Project
http://www.depts.ttu.edu/hs/ccfcs/
Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.
Criteria
Wei
ght
Exceptional Admirable Acceptable Attempted
Personal Information
15%
Bolded and easily read Legal name Complete address Complete phone number
Easily read Name Address Phone number
Clear Incomplete name Incomplete address Incomplete phone
number
Unclear Missing name Missing address Missing phone number
Headings 40%
Each heading serves a purpose for type of résumé
Pertinent information fits job objective or personal statement
Information listed in reverse chronological order
Well written descriptions Criteria submitted meets
stated objective
Most headings serve a purpose for type of résumé
Includes pertinent information under each heading
Information in some order Descriptions fairly well
written Most criteria meets stated
objective
Unnecessary headings included or lacking necessary headings
Gaps in pertinent information
Information in random order
Basic descriptions Some criteria meets
stated objective
Incomplete headings Lacking pertinent
information Information lacks dates Incomplete descriptions Criteria not relevant to
stated objective
References 15% Submits separate reference
sheet and notes on résumé that references are available
Notes that references are available
Lists references on résumé
No note or list of references
Appearance 30%
Typed; format correct Thorough and on one page Professional font Correct grammar, usage,
mechanics, spelling Well organized No abbreviations present
Typed; format acceptable One page Easily read font Few grammar, usage,
mechanics, spelling errors Adequately organized
Typed; poor format Crowded one page Difficult to read font Several grammar,
usage, mechanics, spelling errors
Poorly organized
Handwritten More than one page Difficult to read Obvious grammar, usage,
mechanics, or spelling errors
Lack of organization
Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________
Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________
Rubric for Project Proposal – Senior Project
1
http://www.depts.ttu.edu/hs/ccfcs/
Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.
Criteria
Wei
ght
Exemplary 4
Yes
Accomplished 3
Yes, but
Developing 2
No, but
Beginning 1
No
Topic 10%
Directly relevant to career pathway and internship organization
Somewhat relevant to career pathway and internship organization
Remotely related to career pathway and internship organization
Totally unrelated to career pathway and internship organization
Organization 10%
Good organization; points are logically ordered; sharp sense of beginning and end
Organized; points are somewhat jumpy; sense of beginning and ending
Some organization; points jump around; beginning and ending are unclear
Poorly organized; no logical progression; beginning and ending are vague
Quality of Information
20%
Supporting details specific to subject
Three specific goals are defined and provoke direct research
Some details are non-supporting to the subject
Three specific goals are defined and provoke direct research
Details are somewhat sketchy. Do not support topic
Less than three goals are defined and provoke some inquiry
Unable to find specific details
No goals are defined
Career Preparation
20%
In addition to meeting the Accomplished criteria, demonstrate a deep understanding of their chosen educational/professional goal
Pursues intensive experiences that advance their progress to educational/professional goal(s)
Thoughtfully reflects on career goals
Plans for their educational/professional future
Reflects on career goals in developing the project proposal
Shows evidence of career planning and development
Does not reflect on career goals in developing the project proposal
Shows little evidence of career planning and development
Grammar, Usage, Mechanics, Spelling
20%
No errors Only one or two errors More than two errors
Numerous errors distract from understanding
Rubric for Project Proposal – Senior Project
2
Interest Level 10%
Vocabulary is varied; supporting details vivid
Vocabulary is varied; supporting details useful
Vocabulary is unimaginative
Basic vocabulary; needs descriptive words
Neatness 5%
Typed; clean; neatly bound in a report cover; illustrations provided
Legible writing, well-formed characters; clean and neatly bound in a report cover
Legible writing, some ill-formed letters, print too small or too large; papers stapled together
Illegible writing; loose pages
Timeliness 5%
Report on time Report one class period late Report two class periods late
Report more than one week late
Assignment Score ______________ Date ______________
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Rubric for Employability Skills
1
http://www.depts.ttu.edu/hs/ccfcs/
Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.
Criteria W
eigh
t Advanced
4 Proficient
3 Needs Development
2 Unsatisfactory
1
Att
itu
de
15%
Exhibits a positive attitude Self-confident Self-motivated Strong, positive
contributor to employee morale
Receptive to new ideas and adapts to change
Exhibits a positive attitude most of the time
Is self-confident most of the time
Is self-motivated most of the time
Is a contributor to employee morale
Usually receptive to new ideas and adaptive to change
Exhibits a positive attitude occasionally
Little self-confidence Little self-motivation Seldom contributes to
positive employee morale Seldom receptive to new
ideas; hesitant to adapt to change
Exhibits negative attitude Lacks self-confidence Lacks self-motivation Negative contributor to
employee morale Rejects new ideas; does not
adapt well to change
Eth
ics
15%
Demonstrates honesty Demonstrates integrity Demonstrates tactfulness Shows discretion and good
judgment Takes pride in work
Usually shows honesty Usually shows integrity Usually shows tactfulness Usually shows discretion
and good judgment Shows pride in some work,
but not all
Sometimes shows honesty Sometimes shows integrity Sometimes shows
tactfulness Sometimes shows
discretion and good judgment
Rarely shows pride in work
Can be dishonest Can be deceitful Can be rude Shows poor judgment and
discretion Never shows pride in work
Pe
rso
na
l Im
pro
ve
me
nt
20%
Demonstrates an interest in self-improvement
Demonstrates appropriate social skills
Interacts positively with people of both genders and all ages
Demonstrates respect for all cultures
Shows some interest in self-improvement
Shows appropriate social skills most of the time
Interacts positively with people of both genders and all ages most of the time
Shows respect for all cultures most of the time
Occasionally shows an interest in self-improvement
Occasionally shows appropriate social skills
Interacts positively and negatively with people of both genders and all ages
Occasionally shows respect for all cultures
Demonstrates no interest in self-improvement
Demonstrates a lack of appropriate social skills
Interacts inappropriately with people
Is disrespectful to people from different cultures
Rubric for Employability Skills
2
Pro
fess
ion
al
Ima
ge
15%
Dresses appropriately Neat and clean Poised Follows safety regulations
for attire
Usually dresses appropriately
Usually neat and clean Usually poised Usually follows safety
regulations for attire
Sometimes dresses inappropriately
Sometimes is careless and unkempt
Sometimes shows lack of poise
Rarely follows safety regulations for attire
Dresses inappropriately Careless and unkempt Lacks poise Never follows safety
regulations for attire
Re
spo
nsi
bil
ity
20%
Demonstrates dependability
Completes duties Demonstrates
responsibility for own actions
Follows rules, regulations, and policies
Usually shows dependability
Usually completes duties on time
Usually shows responsibility for own actions
Usually follows rules, regulations, and policies
Is sometimes undependable
Duties are often completed late
Sometimes does not accept responsibility for own actions
Sometimes does not follow rules, regulations, and policies
Is often undependable Seldom completes duties Takes little responsibility
for own actions Seldom follows rules,
regulations, and policies
Tim
e
Ma
na
ge
me
nt
15%
Arrives on time and ready to perform
Manages assignments so that completed on time
Usually arrives on time and ready to perform
Usually manages assignment so that completed on time
Frequently arrives late; often unprepared to perform
Procrastinates some of the time
Arrives late; unprepared to perform
Procrastinates
Assignment Score ______________ Date ______________
Assignment Score ______________ Date ______________
Assignment Score ______________ Date ______________
Assignment Score ______________ Date ______________
Assignment Score ______________ Date ______________
Rubric for Multimedia Presentation – Senior Project
1
http://www.depts.ttu.edu/hs/ccfcs/
Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.
Criteria
wei
ght
Exemplary Admirable Acceptable Attempted
Re
sea
rch
of
To
pic
25%
Use of three or more sources, including at least two Internet and one print source; use of two search engines
Variety of domain name suffix (.com, .edu, .net)
Factual information is accurate
Narrow focus of topic
Use of two sources, including at least one Internet source; use of one search engine
Most information can be confirmed
Topic could be more narrowly focused
Use of one Internet source Some errors in
information Topic somewhat broad
Use of only one source Numerous errors in
information Topic too general
Org
an
iza
tio
n
(Ou
tlin
e o
r S
tory
bo
ard
fo
r P
lan
nin
g)
15%
Logical sequencing Menus and paths are
clear Original; inventive;
creative
Somewhat logical sequencing
Menus and paths are mostly clear
Original
Sequencing is poorly planned
Menus and paths are sometimes confusing
Little originality
Sequencing is confusing Menus and paths are
confusing Inconsistent Rehash of other people’s
ideas
Co
nte
nt
25%
Covers topic completely and in depth
Content is readily understandable
Media used contributes to understanding of topic
Covers topic Content is mostly
understandable Media used mostly
contributes to understanding of topic
Barely covers topic Content is somewhat
understandable Media used somewhat
contributes to understanding of topic
Does not adequately cover topic
Content is confusing Media used does not
contribute to understanding of topic
Rubric for Multimedia Presentation – Senior Project
2
Gra
ph
ic D
esi
gn
25%
Effective combination of multimedia and persuasive design elements
Excellent use of navigational tools and buttons
Graphics effectively entice audience; accurately convey message
Good combination of multimedia and design elements
Adequate navigational tools and buttons
Visuals and images are attractive; adequately conveys message
Some use of multimedia and design elements
Some buttons and navigational tools work properly
Use of visuals and images is limited; message is conveyed
0-1 media used Buttons and navigational
tools are absent or confusing
Use of visuals and images is confusing or absent; message is confusing
Me
cha
nic
s
10%
Correct grammar, usage, mechanics, and spelling
All sources are correctly cited
Few grammar, usage, mechanics, or spelling errors
Most sources are correctly cited
Several grammar, usage, mechanics, or spelling errors
Some sources are incorrectly cited
Obvious grammar, usage, mechanics, or spelling errors
Sources are not cited
Assignment Score ______________ Date ______________
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Rubric for Oral Presentation - Senior Project
http://www.depts.ttu.edu/hs/ccfcs/
Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.
Criteria
Wei
ght
Exemplary 4
Accomplished 3
Developing 2
Beginning 1
Content 50%
Accurate Appropriate Detailed Organized Full understanding of
topic
Mostly accurate Mostly appropriate Mostly detailed Mostly organized Good understanding of
topic
Partially accurate Partially appropriate Partially detailed Partially organized Fair understanding of
topic
Inaccurate Inappropriate Not detailed Unorganized Does not understand
topic
Verbal Skills 20%
Speaks clearly Projects voice Pronounces all words
correctly No vocalized pauses (uh,
um. well)
Speaks clearly most of the time
Projects voice most of the time
Pronounces words correctly most of the time
1-5 vocalized pauses
Speaks somewhat clearly Projects voice somewhat Pronounces some words
incorrectly 6-9 vocalized pauses
Speaks unclearly Weak voice projection Incorrect pronunciation 10 or more vocalized
pauses (uh, um, well)
Non-Verbal Skills
20%
Utilized eye contact well Appropriate facial
expressions (smiles, appears interested)
Appropriate hand gestures
Exhibits good posture; stands up straight with both feet on the ground
Some eye contact Some appropriate facial
expressions Some appropriate hand
gestures Exhibits good posture
most of the time
Rarely uses eye contact Very few facial
expressions Very few appropriate
hand gestures Poor posture most of the
time
Does not look at audience Expressionless No hand gestures shown Sits, slumps, sways
Mechanics/ Visual Aids
10%
Correct grammar; usage Correct spelling Graphics and pictures are
attractive and support theme
Correct grammar most of the time
1-2 spelling errors A few graphics are
unattractive
Sometimes uses poor grammar
3-5 spelling errors Graphics and pictures are
unattractive
Uses poor grammar 6 or more spelling errors Graphics and pictures
detract from presentation
Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________ Assignment Score ______________ Date ______________
Rubric for PowerPoint® Presentation – Senior Project
http://www.depts.ttu.edu/hs/ccfcs/
Task Description: Use a highlighter ONLY; circle the category and date. Reuse the same rubric. Use different colored highlighters and date each evaluation.
Criteria
Wei
ght
Strong Impact 4
Good Impact 3
Some Impact 2
Minimal Impact 1
Introduction 10% Fully captures the
attention of the audience Topic has a clear focus
Captures the attention of the audience
Topic is mostly focused
Few audience members seem interested
Topic focus is vague
Audience is not captured No topic focus
Content 50% Accurate Organized Fully understands topic
Mostly accurate Mostly organized Understands topic
Partially accurate Partially organized Fair understanding
Inaccurate Unorganized Does not understand
Writing Mechanics; Text Elements; Citations
20%
No errors in grammar, usage, mechanics, spelling
Text elements easy to read (fonts, size)
Background and color enhance readability of text
Sources are properly cited so audience can determine credibility
Text is written with little or no editing required
Text elements are somewhat easy to read, but do not distract from the presentation
Background and color distract from readability
Most sources of information are properly cited
Grammar, usage, mechanics, and spelling impair readability
Text elements are too busy or are difficult to read
Background and color distract and make text difficult to read
Some sources are not properly cited
Grammar, usage, mechanics, and spelling errors distract; major editing needed
Text elements extremely difficult to read
Choice of background and color needs improvement
Most sources are incorrectly cited
Layout 10%
Includes placeholders, such as title, bulleted list, and graphics
Appropriate use of white space
Includes some titles, bulleted lists, and graphics
Too much text; distracts from white space
Minimal use of layout placeholders
Text dominates slide
Poor use of placeholders Slide is too full
Graphics, Sound, Animation
10%
Enhances overall theme Somewhat enhances theme, but are lacking in resolution or quality
Seems unrelated to theme; poor quality, resolution
Unrelated to theme and distracts from content; inappropriate
Assignment Score ______________ Date ______________
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