PDF Version |
Not Yet Meeting |
Meets |
Fully Meets |
Exceeds |
| Quality of Information |
Text and spoken audio information has little or nothing to do with the main topic. |
Text and spoken audio information clearly relates to the main topic. No details and/or examples are given. |
Text and spoken audio information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. |
Text and spoken audio information clearly relates to the main topic. It includes several supporting details and/or examples. |
| Images |
Little or no attempt to use images to create an appropriate atmosphere/tone. Includes less than 7 images |
An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. Includes at least 7 images. |
Images create an atmosphere or tone that matches some parts of the Doukhobor history. The images may communicate depth of understanding. Includes 7 or more images. |
Images create a distinct atmosphere or tone that matches different parts of the Doukhobor history. The images communicate a depth of understanding. Includes more than 7 images. |
| Mechanics |
Many grammatical, spelling, or punctuation errors. |
A few grammatical spelling, or punctuation errors. |
Almost no grammatical, spelling or punctuation errors |
No grammatical, spelling or punctuation errors. |
| Internet Use |
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. |
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. |
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. |
Successfully uses suggested internet links to find information and navigate within these sites easily without assistance. |
| Point of View / Awareness of Audience |
Limited awareness of the needs and interests of the target audience. |
Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. |
Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. |
Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. |
