Rubric - Music Career Presentation
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This document provides a rubric for assessing a music career multimedia presentation. It evaluates students on a career summary, description of required education and typical salary range, explanation of personal interest, details about the career, proper citation of sources, use of technology, and overall presentation. To view the privacy policy and terms of use for the rubric website, go to http://rubistar.4teachers.org/index.php?screen=TermsOfUse.
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Evaluation Criteria
Excellent
Good
Fair
Poor
Additional Instructor Feedback/
Comments
Points
Content
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Layout
And
Organization
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· Background color
· Use of graphics
· Use of photo/video
· Use of audio/written narration
25 - 23 points
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There is a logical sequence to the presentation.
Contains at least ten elements or slides.
22 -20 points
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Contains at least eight elements or slides.
19 - 15 points
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Contains at least six elements or slides.
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10 points
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APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
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constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
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statements.
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most support statements
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the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
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supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
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supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
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shows an impressive level
of depth of student’s ability
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practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
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LinkedInDr. Laura PohopienRUBRIC APPLIED BUSINESS COMMUNICATIONTopicLinkedIn0-4 points5-8 points9-10 pointsEvaluation ItemDoes Not Meet ExpectationsMeets ExpectationsExceeds ExpectationsScreen Shots Part 1Default or casual/unprofessional photo, minimal headline with limited editingIncludes personal photo and headline, missing details which heighten headline interestIncludes business professional looking photo, and completed edited headlineScreen Shots Part 2Lists CPP but not a proper tag, may miss degree pursuit and/or graduation date, adds many JC degrees adds high school Includes CPP, missing tag, degree pursuit, and/or expected graduationIncludes proper CPP tag, degree pursuit, and expected graduationScreen Shots Part 3Includes some work/and or relevant volunteer experience with no or limited explanationIncludes work and/or relevant volunteer experience with duty driven explanationIncludes work and/or relevant volunteer experience with a focus on accomplishmentsOverallLimited effort in design, content and editingDesign, content, and editing approaching completenessDesign, content, and editing resemble a fully professional account
Chapters 1, 2, 3 QuestionsDr. Laura PohopienRUBRIC APPLIED BUSINESS COMMUNICATIONTopicChapter Review Questions0-2 points3-4 points5 pointsEvaluation ItemDoes Not Meet ExpectationsMeets ExpectationsExceeds ExpectationsAnswersMissing textbook information and personal examples. Missed answering questionsProvides answers with limited textbook information and personal examples.Provides clear answers with textbook content related. Incorporates personal examples within to all the assigned questionsFormat and ContentSloppy editing with a lack of attention to detail, did not add the question and/or numbered responses.Limited editing and some sentence/grammar errors. Adds the question before the answer and is numberedEdits for typos, sentence structure and grammar, has 2 or more sentences in the answer, adds the question before the answer and is numberedOverallDemonstrated limited knowledge through answers and incomplete.Used some book knowledge and personal examples. Responses were brief Utilized book knowledge and lecture notes along with personal examples to provide complete responses.
Business CorrespondenceDr. Laura PohopienRUBRIC APPLIED BUSINESS COMMUNICATIONTopicBusiness Correspondence0-4 points5-8 points9-10 pointsEvaluation ItemDoes Not Meet ExpectationsMeets ExpectationsExceeds ExpectationsDirect and Indirect PlanDemonstrates little understanding in the use of both plans vis a vis the 3 message types and does not follow the format for each given message.Demonstrates decent understanding in the use of both plans vis a vis the 3 message types and somewhat follows the format for each given message.Demonstrates clear understanding in the use of both plans vis a vis the 3 message types and follows the format for each given message.Scenario InterpretationDemonstrates little understanding of the scenario by providin ...
Presentation.docx
The document provides guidelines for students to follow when creating their final presentation about their summer training. It outlines that the presentation should include: an introduction with the student and supervisor names and company; brief information about the organization; descriptions of tasks assigned during the training; and use of pictures, figures or charts. It also includes a rubric evaluating content, organization, visual aids, speaking skills, and length. Presentations will be evaluated and graded by academic supervisors.
Rubic_Print_FormatCourse CodeAssignment TitleTotal PointsMKT-315Be.docx
Rubic_Print_FormatCourse CodeAssignment TitleTotal PointsMKT-315Benchmark - Marketing Plan Analysis and Presentation: Part 2 – Product or Service and Price135.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less than Satisfactory (65.00%)3: Satisfactory (75.00%)4: Good (85.00%)5: Excellent (100.00%)CommentsPoints Earned% Scaling100.0%Research Findings40.0%Research findings are not included.Research findings are incomplete or incorrect.Research findings are partially complete and correct.Research findings are mostly complete and correct.Research findings are complete and correct.Research Summary and Speaker Notes (C. 2.1/2.2: Demonstrate appropriate research strategies for acquiring information necessary to meet specific business needs.)35.0%Research summary and speaker notes discussing how the company could use research findings to develop a marketing plan to meet the company marketing objectives and business needs are not included.Research summary and speaker notes discussing how the company could use research findings to develop a marketing plan to meet the company marketing objectives and business needs are incomplete or incorrectResearch summary and speaker notes discussing how the company could use research findings to develop a marketing plan to meet the company marketing objectives and business needs are included but lack explanation and relevant supporting evidence.Research summary and speaker notes discussing how the company could use research findings to develop a marketing plan to meet the company marketing objectives and business needs are complete and includes explanation and relevant supporting evidence.Research summary and speaker notes discussing how the company could use research findings to develop a marketing plan to meet the company marketing objectives and business needs are extremely thorough and include substantial explanation and relevant supporting details.Presentation of Content5.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.Layout5.0%The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size f ...
Community Analysis Intervention PowerPoint RubricCHDV 3210 –.docx
This rubric provides criteria for evaluating a community analysis intervention PowerPoint presentation. It includes categories for effectiveness, best practices, sequencing of information, originality, organization, references, spelling/grammar, visual display, delivery, and overall impression. The document also provides an example PowerPoint for a community analysis intervention focused on lack of childcare resources in Westlake Village, CA. The PowerPoint covers community demographics, protective/risk factors, an intervention overview identifying the issue and supporting data/research, best practices, intervention goals/description, required changes, resources needed, and costs/funding.
Assignment 1 rubric name -__________________________
The document provides a rubric for evaluating a memo assignment. It outlines criteria for content, format/organization, language, and tone. For each criterion, descriptors are given for performance levels ranging from exceptional to very unsatisfactory. The assignment asks students to write a one-page memo to employees requesting volunteers to contribute posts to a new company blog. It provides details about the purpose and audience for the memo.
Benchmark - Community Teaching Plan Community Presentation The .docx
Benchmark - Community Teaching Plan: Community Presentation
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Benchmark - Community Teaching Plan: Community Presentation - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content100.0
Presentation Based on Teaching Work Plan and Provider Feedback20.0Presentation is not based on a Teaching Work Plan. Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching .
Score Assignment 5 Organism Presentation RubricEvaluation Criter.docx
Score: Assignment 5: Organism Presentation Rubric
Evaluation Criteria
Excellent
Good
Fair
Poor
Additional Instructor Feedback/
Comments
Points
Content
(50 points)
These are the required minimum content areas:
· Introduction
· Energy/Foraging
· Reproduction
· Habitat
· Behavior / biotic interaction / responses
50 - 45 points
Subject knowledge is evident throughout the project.
Information is clear, thorough, appropriate, detailed and correct, and all topics assigned were covered and minimum/ maximum requirements fulfilled.
Accurately researched and utilized a variety of relevant information about the organism.
44 - 40 points
Subject knowledge is evident in much of the project.
Four of the topics assigned were covered fully and/or min/max requirements fulfilled in terms of the amount of detail needed.
Most information is clear, thorough, appropriate, and correct.
Collected relevant information from multiple sources of information about the organism.
39 - 30 points
Some subject knowledge is evident.
Three of the topics assigned were covered in sufficient detail.
Some Information is confusing, incorrect, flawed, or irrelevant.
Did not use appropriate sources.
< 29 points
Subject knowledge is not evident.
Two or less of the topics assigned were covered.
Information is confusing, incorrect, or flawed.
There are multiple missing elements.
Layout
And
Organization
(25 points)
Must contain:
10-20 elements or slides
These are the required minimum layout features:
· Suitable use of font (color, size, type)
· Background color
· Use of graphics
· Use of photo/video
· Use of audio/written narration
25 - 23 points
The layout is visually pleasing (e.g. readable) and is appropriate to convey information in an effective manner with suitable use of all five of the required elements.
There is a logical sequence to the presentation.
Contains at least ten elements or slides.
22 -20 points
The layout is mostly visually pleasing (e.g. readable) and is appropriate to convey information in an effective manner with suitable use of four of the required elements.
Contains at least eight elements or slides.
19 - 15 points
Three of the required elements are present.
Contains at least six elements or slides.
The layout has some challenges in readability.
< 15 points
The layout uses two or less of the required elements.
The layout is not readable.
Contains five or less elements or slides.
Narration Mechanics
(10 points)
Must contain:
Audio or written narration of project
10 points
The narration text is spoken with no errors in grammar, capitalization, punctuation, and spelling where applicable.
Note: to receive the full 10 points an audio narration must be used.
9 - 8 points
The narration text is clearly written and audio narration spoken with little or no editing required for grammar, punctuation, and spelling where applicable.
7 - 6 points
Spelling, punctuation, and grammar errors or spoken narratio.
Educational LeadershipInternshipInformation Critical for the.docx
The document provides guidelines for completing three project reports for an educational leadership internship. It details the formatting and section requirements for binders covering an educational systems project, educational vision project, and school improvement plan. Students must describe the nature of their projects, how they used data, financial and political influences, evaluations, and plans for monitoring impact. They must also self-rate their credentials based on criteria from their textbook and include references in APA style.
Rubric on video presentation project
This document provides a rubric for evaluating video presentation projects at Makati High School in the Philippines. It outlines criteria for four levels of achievement (exemplary, proficient, partially proficient, and incomplete) in four areas: use of resources, content/organization, use of media, and teamwork. Topics that can be covered include physics tricks. Requirements for the video projects include an introduction, relevance to the topic, proper editing and formatting on CDs or DVDs only. Projects will be graded out of 50 points and must be submitted by a deadline before a mini-physics Olympics event.
As evaluation new_2013
The document provides guidance on the evaluation criteria for a digital technology assessment, noting that all students should demonstrate basic skills and understanding, while most will show proficiency and some will exhibit excellence. Examiner feedback from previous years emphasizes using a variety of digital formats, avoiding superficial uses of technologies like Prezi, and providing sufficient depth and detail in responses. Students are instructed to review sample blogs and use creative platforms like Powtoon to present their work for one question.
MP PSP3 presentation assessment grid.docx
This document provides an assessment of Matt Perry's oral presentation on his professional and scientific practice module. It includes grades for various elements of the presentation on structure, delivery, visual aids, content, and handling of questions. Overall, the marker gave strengths of Matt's introduction, excellent slides, confidence in answering questions, and ability to pull skills from the placement. One suggestion for improvement was to include more of a conclusion. The marker also suggested linking skills developed to future career aspirations.
Multimedia project
This document provides a rubric for evaluating a multimedia project on a student's hero. It includes categories for evaluating the sources, rough draft, permissions, attractiveness, requirements, mechanics, content, organization, and originality of the project. For each category, it provides descriptors for performance at the 4, 3, 2, and 1 level.
APUS Assignment Rubric Undergraduate Level 300-400 .docx
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
Bus Com Project Assessments
This document outlines assessment guidelines for a business communications project consisting of a written research report and PowerPoint presentation with oral presentation. It provides scoring criteria for evaluating students on the layout, content, and delivery of their projects. Areas that will be assessed for the written report include report structure and formatting, use of visuals/graphics, grammar and structure, organization of information, depth of research, and conclusion/analysis. For the PowerPoint and oral presentation, students will be evaluated on the formatting and content of their PowerPoint, as well as their group preparation, organization, teamwork and delivery during the oral presentation. Scores are allocated on a 100-point scale for each part, with higher scores going to projects that demonstrate better structure
FIELD-STUDY-3-TECHNOLOGY-IN-THE-LEARNING-ENVIRONMENT.docx
The document provides instructions for observing a school's learning resource center and developing a slide presentation on a given topic. It includes steps to visit the center, inventory its resources, evaluate displays, and develop an enhanced display proposal. The learner is guided to select a topic, create a slide presentation with enhancements, try it out with learners, and get their feedback to strengthen presentation skills.
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
Hillier jade as cw evaluation and overall feedback sheet
Jade Hillier received marks of 15/20 for planning, 44/60 for the main construction task, and 12/20 for the evaluation. In the evaluation, some questions provided good detail and understanding of conventions while others could have been strengthened with additional research, examples, or use of theorists. Overall the evaluation showed good analytical detail when using images but lacked sufficient research in some answers. The total mark was 71/100 and an overall grade of B.
Overall marks
This document provides an assessment of a student's coursework for an AS level class. It includes marks and feedback for planning, construction, and evaluation sections. Overall, the student received 72 out of 100 points, equating to a B grade. The evaluator provided comments on individual questions, noting strengths in addressing audience, genre, and use of research, but also areas for improvement around linking to real products and use of theorists.
Overall marks
This document provides an assessment of a student's coursework for an AS level class. It includes marks and feedback for planning, construction, and evaluation sections. Overall, the student received 72 out of 100 points, equating to a B grade. The evaluator provided comments on the student's understanding of conventions, representation of characters, research, understanding of audience and genre, and use of production technologies. Areas for improvement included linking to real products and inclusion of images in some answers.
Brief business plan assignment
This document outlines the requirements for a business plan presentation project assigned in an Introduction to Business course. Students will form groups of up to 4 members and develop a business plan for a business idea they select. Each group will give a 10-minute presentation on their business plan, covering topics like the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and delivery of their group presentation, as well as individual contributions and presentation skills. Guidelines are provided on the presentation content and format, as well as research and citation requirements.
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Community Analysis Intervention PowerPoint RubricCHDV 3210 –.docx
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Assignment 1 rubric name -__________________________
Assignment 1 rubric name -__________________________
Benchmark - Community Teaching Plan Community Presentation The .docx
Benchmark - Community Teaching Plan Community Presentation The .docx
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Score Assignment 5 Organism Presentation RubricEvaluation Criter.docx
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Educational LeadershipInternshipInformation Critical for the.docx
APUS Assignment Rubric Undergraduate Level 300-400 .docx
APUS Assignment Rubric Undergraduate Level 300-400 .docx
FIELD-STUDY-3-TECHNOLOGY-IN-THE-LEARNING-ENVIRONMENT.docx
FIELD-STUDY-3-TECHNOLOGY-IN-THE-LEARNING-ENVIRONMENT.docx
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
Hillier jade as cw evaluation and overall feedback sheet
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Rubric - Music Career Presentation
- 1. To view information about the Privacy Policies and the Terms of Use, please go to the following web address: http://rubistar.4teachers.org/index.php?screen=TermsOfUse Rubric Made Using: RubiStar ( http://rubistar.4teachers.org ) Music Career Multimedia Presentation Teacher Name: Mr. Summey Student Name: ________________________________________ CATEGORY 4-Advanced 3-Proficient 2-Basic 1-Below Career Summary Concise summary with clearly identifiable points. Summary lacks precision and points are somewhat vague. Lengthy summary that comes across as more of a detailed description Disorganized, off-topic or otherwise poorly writted summary. Education Required Describes educational background and displays an excellent understanding of prerequisite requirements. Identifies some key elements of required education and prerequisite knowledge. Lacks adequate information regarding education and prerequisite knowledge requirements. Little or no information provided. Typical Salary Range A wide range of salaries is presented for this career. Student displays a clear understanding of typical compensation for this career/field. Provides a sample salary for this career. Student displays a basic understanding of typical compensation for this career/field. Limited salary/compensation information included in presentation. Little or no information provided. Personal Interest Provides clear, detailed rationale of why and how the career is interesting. Takes the viewer to a higher level of thinking. Provides a basic explanation for why and how the career is interesting. Conveys new knowledge and understanding to the viewer. Explanation of personal interest is somewhat vague or disconnected. Lack of rationale. Little or no information provided and/or no indication of personal interest based upon narrative. Description/Details A variety of in-depth details and examples are provided in order to convey a full picture of the career to someone who has no prior knowledge. Details are provided without supporting examples, giving a somewhat limited picture of the career. Details lack depth and are somewhat superficial, providing no real insight into the career. Little or no information provided. Sources/Citations All sources of information -- including graphics/images/media objects -- are cited properly. Most sources are cited -- or -- lacks citations for graphics/images/media objects. Lacking appropriate citations. Blatant plagiarism. Evidence of direct copying & pasting from websites or other sources. Use of Technology Well-constructed multimedia presentation that contains a variety of media objects. Mostly well- constructed multimedia presentation with some problems and/or limited use of media objects. Significant problems in the functionality and/or design of the multimedia presentation. Multimedia presentation is poor in quality and may not function correctly to any usable extent. Overall Presentation Highly engaging multimedia presentation with an excellent flow and logical organization Moderately engaging multimedia presentation with good organization. Presentation lacks originality and fails to engage viewer. Overall presentation is poor in quality; no indication that the student has gained any knowledge of the career. Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC