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Project CI Rubric.

This is the rubric by which your Project CI will be assessed. Make sure you read it properly and understand each section. If you are unsure of something please speak to a DEAL teacher.


Below Standard
At Standard Low
At Standard High
Above Standard

Presentation
(Individual Learner)
Uncoordinated work set out throughout the ELECTRONIC PORTFOLIO
SOME pride in presentation evident throughout the ELECTRONIC PORTFOLIO.
Pride in presentation evident throughout the ELECTRONIC PORTFOLIO.
Excellent presentation evident throughout the ELECTRONIC PORTFOLIO


Planning
(Thinking – Reasoning)
(ICT for Visual Thinking)
Minimal use of brainstorming software for stimulating ideas and plans is evident.
Use of brainstorming software to plan and sequence Project CI timeline and contents.
Good use of brainstorming software to plan and sequence Project CI with changes evident to solve problems.
Excellent use of brainstorming software to create Project CI with changes in thinking and strategies evident in documentation and explained.

Reflection
(Thinking – Reflection)
Very little evidence of the student’s reflecting on their progress or identifying areas for improvement.
SOME evidence of student’s monitoring, reflecting on and discussing their progress, identifying areas for improvement in their learning and implementing actions to address them.
Evidence of student’s monitoring, reflecting on and discussing their progress, identifying areas for improvement in their learning and implementing actions to address them.
Evidence of student’s detailed monitoring, reflecting on and discussing their progress, identifying areas for improvement in their learning and implementing actions to address them.

Creativity
(Thinking – Creativity)
Only work asked for is partly completed with little evidence of independent application or creative initiative.
SOME evidence of student voice, creativity and initiative in the content presented.
Evidence of student voice, creativity and initiative in the content presented.
Multiple evidence of use of student voice, creativity and initiative in the content presented

Working independently
(Managing Personal Learning)
Need for support to organize ideas, create timelines, complete work and determine correct strategies to implement to enhance learning and complete most tasks.
SOME evidence that the student has allocated appropriate time, and worked independently to implement a range of strategies, as appropriate, to maximise their learning and complete the required tasks within the expected timeframe.
Evidence that the student has allocated appropriate time, and worked independently to implement a range of strategies, as appropriate, to maximise their learning and complete the required tasks within the expected timeframe.
Ample evidence that the student has allocated appropriate time, and worked independently to implement a range of strategies, as appropriate, to maximise their learning and complete the required tasks within the expected timeframe.

Tracking of learning
(Managing Personal Learning)
Minimal use of the log book to track MacBook learning journey.
Some ordered use of log book to track the MacBook learning journey.
Evidence of methodical tracking of learning throughout MacBook learning journey.
Logical and methodical tracking of learning throughout the MacBook learning journey.

ICT
Content
(ICT for Creating)
Created a website which listed the programs used throughout their learning journey with no evidence of reflection.
Created and maintained an up-to-date, logically structured website of their own learning – including text, images and multimedia.
Managed their own website ensuring it was up-to-date, easy to navigate, complied with ICT presentation conventions and demonstrated a diversity of ICT skills and knowledge.
Developed, created and maintained and up-to-date and dynamic website, which complied with all copyright laws and demonstrated a high level of proficiency with all programs used.

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