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GCSD Professional Development Sample Rubrics

Rubric for Web Development I Cascading Style Sheets and Design Web Development I Standard 3 Cascading Style Sheets (CSS): Students will format web pages using CSS. Objective 1: Apply essential aspects of the CSS. a. Add a background attributes such as: color and image. b. Add font attributes such as: type, size, and color. c. Add border attributes such as: width, style, and color. Objective 2: Apply CSS to your website. a. Apply CSS to an element using an inline style. b. Apply CSS to a webpage using an internal style. c. Apply CSS to a website using an external style sheet. Standard 4 Site planning and design: Students will plan, design, implement and maintain website(s). Objective 2: Planning site design and page layout. a. Demonstrate knowledge of best practices for designing a website; such as, maintaining consistency, separating content from design, using standard fonts, Google fonts, and Web-safe colors. b. Demonstrate effective web development and design principles, including the use of color, white space, font styles, viewing patterns, background images, balance, etc

Task Description: Given the content for a three-page website with the following pages, Home, About Us, and Contact, the student will create a Cascading Style Sheet (CSS) and apply it to the website. The student will also apply CSS on one page using internal CSS, and apply CSS to one element using inline styling. Students will apply the principles and elements of design to the layout, navigation, color choices, and fonts for the website. Yes Technical Checklist (30%) Includes Background Attributes Includes Font Attributes Includes Border Attributes Includes Inline CSS Includes Internal CSS Includes External CSS Advanced (4) Design (70%) Layout The web site is nicelooking and consistent across all pages. Layout is intuitive and focuses attention where it should. Content is well organized and easy to locate. Elements of design utilized extensively. Navigation links are consistently placed across all pages. Links are labeled appropriately. All links work as expected. The user has no difficulty accessing the web site. Proficient (3) The web site is nice-looking and consistent across all pages. Layout is mostly intuitive. Content is easy to locate. Elements of design utilized. Navigation links are consistently placed across all pages. Links are labeled appropriately. All links work as expected. The user has no difficulty accessing the Sufficient (2) The web site is consistent across all pages. Layout is usable. Content is available basic layout, not much formatting. Elements of design used minimally. Navigation links are there but not consistently placed. Links are labeled appropriately. Most links work as expected. The user may have difficulty accessing the Minimal (1) The web site is not consistent across all pages. Difficult to find information. No elements of design utilized. No

Navigation

Navigation links are not evident. Links are not labeled appropriately. Links do not work as expected.

Color Choices

Extra effort to make the navigation links fit the layout and color scheme. The color scheme is selected based on color theory and the colors appeal to the eye. Color scheme is consistent across the web site. The color scheme does not detract from the content or message of the web site. Appropriate fonts are chosen to enhance readability. Fonts are consistently used throughout. Size varies appropriately for headings and text. CSS is used to improve readability.

web site.

web site.

Color scheme is consistent across the web site. The color scheme does not detract from the content or message of the web site.

Color scheme is consistent with some variation. The color scheme generally does not detract from the content.

No consideration of color theory. Web site is not very pleasing to view. Fonts are difficult to read.

Fonts

Appropriate fonts are chosen to enhance readability. Fonts are consistently used throughout. Size varies appropriately for headings and text.

Fonts are consistently used throughout. Size varies appropriately for headings and text.

Not much effort went into selecting fonts. Fonts are inconsistent. Font size not appropriate for headings and text.

Rubric for Architectural I Sketching and Scale Standard 2: Student will be able to understand and demonstrate drawing techniques. Objective 1: Demonstrate proper sketching techniques. a. Create freehand sketches using paper, pencil, and an eraser (without the benefit of a straightedge, compass, or template) which is neat, clear, and smudgefree. Objective 2: Demonstrate an ability to create architectural drawings to a professional standard. b. Drawing elements are accurate and drawn to scale. Standard 5: Students will be able to understand and apply architectural room planning for the sleeping, living, and service areas. Objective 1: Discuss factors important in the design of bedrooms, bathrooms, and closets. Apply those design elements to sketches and drawings. Objective 2: Discuss factors important in the design of family rooms, living rooms, entryways, foyers, porches, and courts. Apply those design elements to sketches and drawings. Objective 3: Discuss factors important in the design of kitchens, clothes care centers, and garages. Apply those design elements to sketches and drawings.

Task Description: Students will sketch an architectural floor plan of a house not to exceed 1600 square feet. The house must include a living area, bathroom, kitchen, eating area, and three bedrooms. All room sizes must meet basic sizes as discussed previously, and floor plan symbols must be used appropriately. The sketch will be completed on an A-size paper at a scale of 1/8 = 1. Advanced Proper sketching technique. No straight edge, compass, or template used. Sketch is smudge-free and looks nice. Sketch is neat and clear. Lettering conforms to standards and is appropriate. Care has been taken to make the sketch look professional no tears, wrinkles, or bent corners. All rooms included and at proper size. Layout maximizes all spaces. Layout takes into account all open spaces. Most floor plan symbols placed appropriately . Proper floor plan symbols utilized. Main floor plan is drawn to scale. Rooms are to scale. Proficient Proper sketching technique. No straight edge, compass, or template used. Sketch is smudgefree and looks nice. Sketch is neat and clear. Substantial Improper sketching technique. Evidence that straight edge, compass, or template used. Sketch has some smudges. Minimal Straight edge, compass or template used extensively. Smudges and eraser marks.

Sketch

Room Planning

All rooms included and at proper size.

Not all rooms included. Layout leaves open unwanted spaces. Not all floor plan symbols included.

Not all rooms included and rooms not at proper size. Poor layout. Missing most floor plan symbols.

Floor plan symbols

All floor plan symbols placed appropriately. Proper floor plan symbols utilized.

Scale

Main floor plan is drawn to scale. All rooms are to scale. Floor plan symbols are to scale.

Most of the floor plan is drawn to scale. Most rooms are to scale.

Not to scale.

Rubric for Video Production I Preproduction Standard 4: Students will be able to understand and demonstrate preproduction. Objective 1: Storytelling. Objective 2: Storyboard. Objective 3: Shot list. Objective 4: Tape preparation. Objective 5: Props and costumes.

Task Description: Students will work in teams to create a 2 3 minute video. The focus of this activity is on the preproduction aspect of video production. Each team will work together to develop a concept for their video. Each team will be responsible to submit 1) a concept summary, 2) a storyboard, 3) a script, and 4) an equipment and prop list. Proficient (3) Team has a clear idea of what they want to produce. Members can describe overall goal. Members can describe how they will contribute to the final product. Storyboard includes sketches for each scene. Detailed notes on special effects, shots, titles, sound, transitions, are included. Obvious effort in pre-planning and organization for the video. Script is complete. Actors know what they are to say. Actors know what they are to do. Script appears professional. Sufficient (2) Team has a fairly clear idea of what they want to produce. Members can describe the overall goal. Members unsure of their contribution. Storyboard includes sketches for most scenes. Notes on special effects, shots, titles, sound, transitions, are included. Evidence of effort in pre-planning and organization for the video. Script is mostly complete. Actors know what they are to say. Script shows planning. Storyboard lacks sketches for most scenes. Storyboard is not complete. Storyboard lacks notes and sketches. Minimal (1) The team has some idea, but not a clear focus. Team members may describe the goals/final product differently. Insufficient (0) Team does not have a clear idea of what they want to produce. Team members do not know their role in the production.

Concept (15%)

Storyboard (35%)

Script (35%)

Notes on special effects, shots, titles, sound, transitions, Storyboard are lacking. indicates little planning for the Some evidence of video. effort in preplanning and organization for the video. Script has some There is no script. flaws. Actors are expected It is not always to improvise. clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.

Equipment (15%)

A list of equipment and props is developed and arranged for well in advance of the shoot. All equipment (sound, light, and video) is checked the day before the shoot to ensure it is operational. A backup plan is developed to cover possible problems with power, light, etc.

A list of equipment and props is developed and arranged for the day before the shoot. All equipment (sound, light, video) are checked the day before the shoot to ensure they are operational. A backup plan is developed.

On the day of the shoot, all necessary equipment/supplies are located and checked to ensure they are operational. There may or may not be a backup plan.

Needed supplies/equipment are missing OR were not checked before the shoot.

Grading Criteria for Midterm Project Web Development I Criteria Checklist Required pages (7 pages, 5 points each) INDEX: Page One Includes greeting banner, welcome message, links to three sub-pages (aboutme, hobbies, and music), a background color or image. ABOUTME: Page Two Includes links to index and career, an unordered list, five graphics, a background color or image. HOBBIES: Page Three Includes links to index and hobbylinks, two or three paragraphs explaining your hobby, at least five graphics, background color or image. MUSIC: Page Four Includes links to index and table, minimum two paragraphs about favorite music, an unordered list, at least five graphics. CAREER: Page Five Includes links to index and aboutme, a paragraph describing your career option, links to research sources, background color or image. HOBBYLINKS: Page Six Include links to index and hobbies, minimum 5 hyperlinks to appropriate sites relative to your hobby, definition list, background color or image. TABLE: Page Seven Includes links to index and music, at least one table for text, at least one table for graphics, a background color or image. Used Cascading Style Sheets (CSS). Color scheme consistent. Layout consistent. Points Possible 35 Score

3 3 3

Total

100

Rubric for Radio Broadcasting I Historical Figures STANDARD 10020501 Students will be able to identify and explain the impact of historical figures in radio. Task Description The finished product for this assignment will be to complete a 10 slide PowerPoint project to share with the class. You will work with a partner to develop and present this product. Include the following slides in your presentation (up to 10 points each): _____Slide One: _____Slide Two: _____Slide Three: Title Slide Introduction Summary and Overview Historical Perspective Time period, what else was going on at the time this person was contributing to the field of radio or TV broadcast? Biographical Information where from, family, birth, death, etc. What is this person most known for? What is their biggest contribution to radio or TV Broadcast? Provide an animation or graphic that demonstrates their theory or patent how it works, what it means to radio or TV transmission, etc. Identify some other contributions they made to radio or society - these could include patents, theories, etc. Describe any honors this person received or anything named after them, etc. Summary and Conclusions Bibliography List at least three sources. Wikipedia cannot be used as a source.

_____Slide Four: _____Slide Five:

_____Slide Six:

_____Slide Seven:

_____Slide Eight: _____Slide Nine: _____Slide Ten:

Heinrich Hertz Howard Armstrong

Guglielmo Marconi James Maxwell

David Sarnoff Nikola Tesla

Lee De Forest Philo Farnsworth

Substantial (9 10) Slide I Title Page Slide 2 Intro

Sufficient (5 8) Minimal (0 4) Automatic 10 points for a title page. Introduction gives a Introduction gives a Introduction gives little quick overview of the quick overview of the more than a name. historical figure. historical figure. Provides a hook to get the audience interested. Lots of information about what was going on during historical figures lifetime, what may have influenced them, and what was already know about their contribution. Biographical information is tied directly to the contribution that is to come. Information beyond family, birth, death, etc. Exposition of the historical figures contribution indicates the student has a strong grasp of the contribution and what it meant to radio broadcast. Animation or graphic is appropriate to describe the contribution. Student can describe what is happening in the graphic and shows understanding. A thorough listing of other contributions is provided. A thorough listing of honors and awards are

Slide 3 Historical Perspective

Some information about what was happening in the world during the lifetime of the historical figure. Missing key elements that may have influenced them. Biographical information presented but not tied to contribution.

Some information about what was happening but no real tie to how things may have influenced the historical figure.

Slide 4 Biographical Information

Little information beyond family, birth, death, etc. No tie to contribution.

Slide 5 Contributions

Student can identify the contribution, shows some understanding, but not sure of its significance to radio broadcast.

Student is unsure what the contribution is, how it works, and what its significance is.

Slide 6 Animation/ Graphic

Animation or graphic is appropriate to describe the contribution.

Animation or graphic is not related to the contribution.

Slide 7 Other Contributions Slide 8 Honors / Awards

Some contributions noted, but missing significant others. Some honors or awards noted, but missing

No other contributions noted. No honors or awards noted.

Slide 9 Summary

provided. Summary provided. Ties into hook at the beginning of the presentation. Bibliography contains at least three sources. Proper citations.

significant others. Summary provided. No connection back to the introduction Bibliography has three sources. Improper citations.

No thoughtful summary provided

Slide 10 Bibliography

Bibliography incomplete.

Rubric for 3D Graphics Career Opportunities Standard 1: Students will identify the applications of 3D graphics and animation through exploring the career opportunities and the relevant history of the industry. Objective 2: Develop career awareness related to working the the 3D graphics and animation industry. a. Identify personal interests and abilities related to 3D Graphics careers, such as: 1) Identify personal creative talents, 2) Identify organizational and leadership skills, 3) Identify special interest areas. b. Identify 3D graphics and animation job titles, such as: Animator, Industrial Designer, 3D Modeler, and Technical Director. c. Investigate career opportunities, trends, and requirements related to 3D graphics and animation careers. d. Identify the members of a 3D graphics and animation team. e. Investigate trends associated with 3D graphics and animation careers. Task Description: Career Goal Essay Assignment
Requirements: 1. 2. 3. 4. 6 Paragraphs (4 -5 sentences each) Double-spaced 11 or 12 pt font Include name, title, date, and class

What its about: This assignment is an opportunity for you to reflect on what you want to be when you grow up. Using the resources at Utahfutures.org, and others such as the Occupational Outlook Handbook, find out as much information about the career you are interested in pursuing. Paragraph 1: Paragraph 2: Paragraph 3: Introduction and overview of your chosen career. Explain why this career interests you. Describe the typical activities, working conditions and job expectations of someone in that career. Explain what someone in that career could expect to earn at the beginning of their career, what the average or median salary is, and what someone might expect to earn at the high end of the salary range.

Paragraph 4:

Paragraph 5:

Describe the level of education required to enter the career, and classes you have taken or will take in high school to prepare yourself. Summarize and close your essay.

Paragraph 6: