Architecture Goes to School – Sketch Up Project Rubric
CATEGORY EXPLANATION
4 Outstanding... Looks Like the Work was Created by an Expert!
3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!
2 Needs More…Looks Like You Need to Put in More Time on Work!
1 Needs Lots of Work... Are You Finished??? Really??
Expectations…
Variety
4 Many different shapes were used to create design
3 5 or 6 different shapes were used to create design
2 Only 3 or 4 repeated shapes were used to make design
1 Only 1 or 2 repeated shapes were used to make design
Details
4Highly detailed
3 Moderately detailed
2 Few details
1 No details – simple shapes only
Extras
4 High quality landscaping or furnishings evident
3 Some landscaping or furnishings evident
2 Few or irrelevant landscaping or furnishings evident
1 No landscaping or furnishings evident
Accuracy
4 Design looks like a real-life representation
3 Model generally looks life-like
2 Model has some life-like qualities
1 Model lacks proportion – not life-like
Textures
4 Shapes filled with appropriate textures
3 Not all shapes are filled or some textures seem unnatural
2 Few shapes filled and/or incoherent use of textures
1 No textures used
Creativity
4 Strong creative elements present
3 Creativity evident
2 Design shows little creativity
1 Design lacks creativity
Aesthetics
4 Very attractive design
3 Appealing design
2 Design has limited appeal
1 Design needs major work
Overall Quality
4 High quality design
3 Above average quality
2 Average to below average quality
1 Poor quality
Use of Class time
4 Class time as used wisely. Much effort went into the planning and design of the house. Student put in extra time outside of class.
3 Class time could have been used wiser. A little outside time was spent on project.
2 Model has two or three interior features. Difficult to recognize assigned subject.
1 Model has no interior features.
Architecture Goes to School - Graphic Design Rubric
CATEGORY EXPLANATION
4 Outstanding... Looks Like the Work was Created by an Expert!
3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!
2 Needs More…Looks Like You Need to Put in More Time on Work!
1 Needs Lots of Work... Are You Finished??? Really??
Expectations…
Graphics Clarity
4 Graphics are used effectively and have strong impact on the total design.
3 Most graphics are used and generally have an impact on the message of the design.
2 Most graphics are focused on the message of the project, but could have been used more effectively by virtue of size or location, rhythm...
1 Graphics fail to convey the meaning of the project and there is a lack of under- standing demonstrated by poor sizing or placement.
Graphics Originality
4 The graphics and text used on the design project reflect and significantly enhance the “architectural story”; and are communicated in a descriptive manner through text and words… all corresponds to project plans.
3 The graphics and text used on the design project reflect the “architectural story” and are communicated clearly – corresponds to project plans.
2 The graphics and text used on the design project somewhat connect to the “architectural story”; however many ideas on plan are missing from the graphics.
1 Graphics and text do not demonstrate any connection to the design plans.
Design Attractiveness
4 The design project is exceptionally attractive in terms of design, layout, neatness, dominance, rhythm, size…
3 The design project is attractive in terms of design, layout and neatness and demonstrates an understanding of the use of design tools.
2 The design project is acceptably attractive though it may be a bit disorganized and does not demonstrate a clear under- standing of layout: dominance, size, rhythm, balance…
1 The design project is distractingly cluttered or devoid of necessary elements and very poorly designed. It is not attractive.
Graphics Relevance
4 All graphics are related to the topic and make it easier to understand.
3 All graphics are related to the topic and most make it easier to understand.
2 All graphics relate to the topic.
1 Graphics do not relate to the topic.
Overall Quality
4 High quality design
3 Above average quality
2 Average to below average quality
1 Poor quality
Use of Class Time
4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.
3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.
2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.
1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.
Architecture Goes to School - Writing Project Rubric
CATEGORY EXPLANATION
4 Outstanding... Looks Like the Work was Created by an Expert!
3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!
2 Needs More…Looks Like You Need to Put in More Time on Work!
1 Needs Lots of Work... Are You Finished??? Really??
Expectations…
Ideas and Content
4 Original treatment of ideas, with a great deal of support
3 Mundane but adequate treatment of ideas with some support
2 Unoriginal or trivial ideas with marginal support
1 ideas are incomprehensible or incomplete
Supporting Details in Writing and Connections
4Highly detailed, all visuals accurately explained using vocabulary learned in AGS unit
3 Moderately detailed, all visuals fairly well explained in detailed language
2 Few details explained, somewhat general
1 Very few details, very general or no information included on buildings
Organization of Ideas
4 Organization is clear and original strong introduction, effective closure and smooth transitions between ideas
3 Well organized and logical effective introduction, adequate closure and transitions
2 Inadequate organizational plan, lacks effective introduction and closure
1 No organizational plan is evident
Word Choice
4 Word choice is vivid, precise, and purposefully selected
3 Word choice is appropriate, but may lack clarity and originality
2 Immature vocabulary, may overuse some words
1 Vocabulary is limited
Summary
4 Highlights important information conclusions are logical and reasonable and clearly relate to the questions posed in the introduction
3 Important points indicated conclusions are reasonable and relate to the questions posed in the introduction
2 Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed in the introduction
1 Important points not identified conclusion does not relate to questions posed in the introduction
Conventions
4 Any errors in spelling, grammar and punctuation are usually examples of risk taking
3 A few errors in conventions, but errors do not interfere with the meaning of the piece
2 Frequent errors that may, at times, interfere with the understanding of the piece
1 So many errors in conventions that the piece is barely comprehensible
Overall Quality
4 High quality writing
3 Above average quality
2 Average to below average quality
1 Poor quality
Use of Class Time
4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.
3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.
2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.
1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.
Architecture Goes to School - Sustainability Project Rubric
CATEGORY EXPLANATION
4 Outstanding... Looks Like the Work was Created by an Expert!
3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!
2 Needs More…Looks Like You Need to Put in More Time on Work!
1 Needs Lots of Work... Are You Finished??? Really??
Expectations…
Ideas and Content for Sustainability Concepts
4 Original treatment of ideas, with a great deal of support - ideas are reflective, original and explained in the student's own words - everything explored is highly relevant to the building or site, and extends beyond "basic" sustainable concepts
3 Fairly Original, reflective and adequate treatment of ideas with some support - but not all information presented is in student's own words - concepts explored have a some connection to the building constructed or the site
2 Unoriginal or trivial ideas with marginal support - concepts have very a very general connection to project site
1 ideas are incomprehensible or incomplete or do not connect at all to project site
Supporting Details in Sustainability Related Concepts
4Highly detailed, all sustainable visuals accurately explained using sustainability related vocabulary
3 Moderately detailed, all sustainability visuals fairly well explained in detailed language
2 Few sustainable details explained, somewhat general
1 Very few details, very general or no information included on buildings
Organization of Ideas
4 Organization is clear and original strong introduction, effective closure and smooth transitions between ideas
3 Well organized and logical effective introduction, adequate closure and transitions
2 Inadequate organizational plan, lacks effective introduction and closure
1 No organizational plan is evident
Sustainability Research Connection to Site
4 Research is accurate, with at least 5 ideas fully explored and supported by detailed information that are relevant and connect to the project site.
3 Research is evident and fairly accurate, with 3-5 ideas explored, information is relevant and connects to project site
2 Research is lacking or extremely general - there were 2 – 3 ideas that connect to project site
1 Research has nothing to do with project site, no connection
Summary
4 Highlights important information, conclusions are logical and reasonable and clearly relate to the questions posed in regards to why we design sustainably.
3 Important points indicated, conclusions are reasonable and relate to the question posed in regards to why we design sustainably
2 Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed...
1 Important points not identified conclusion does not relate to questions posed...
Conventions
4 Any errors in spelling, grammar and punctuation are usually examples of risk taking
3 A few errors in conventions, but errors do not interfere with the meaning of the piece
2 Frequent errors that may, at times, interfere with the understanding of the piece
1 So many errors in conventions that the piece is barely comprehensible
Overall Quality and Use of Diagrams
4 Diagrams and illustrations are neat, accurate and clearly relate to the sustainability - they provide additional insight to the content
3 Diagrams and illustrations are accurate and are related to sustainability
2 Diagrams and illustrations where present are neither neat nor entirely accurate
1 Diagrams and illustrations where present are neither neat nor accurate; and they don’t appear to relate to sustainability
Use of Class Time
4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.
3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.
2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.
1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.
Architecture Goes to School – Visual Organizers Rubric
CATEGORY EXPLANATION
4 Outstanding... Looks Like the Work was Created by an Expert!
3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!
2 Needs More…Looks Like You Need to Put in More Time on Work!
1 Needs Lots of Work... Are You Finished??? Really??
Expectations…
Graphics Clarity
4 Graphics are used effectively and have strong impact on the total design.
3 Most graphics are used and generally have an impact on the message of the design.
2 Most graphics are focused on the message of the project, but could have been used more effectively by virtue of size or location, rhythm...
1 Graphics fail to convey the meaning of the project and there is a lack of under- standing demonstrated by poor sizing or placement.
Graphics Scanning and Collection
4 Images were well chosen from group’s sketchbooks that were relevant to project, student scanned images on his/her own
3 Images were well chosen from group’s sketchbooks and were fairly relevant to project, images were scanned
2 Very few images were chosen from group’s sketchbooks – may lack relevancy
1 No images selected
Collaboration
4 Student collaborated well with other Visual Organizers and Mentor Architects – stayed focused and made decisions in regards to the layout
3 Student collaborated fairly well with other Visual Organizers and Mentor Architects – stayed fairly focused and made decisions in regards to the layout
2 Student needed prompting to engage in collaborating on the layout
1 Students did not make a contribution to collaborating or layout
Visual Organizer Tools
4 Student created titles or graphics, which enhanced the layout or participated in the creation of materials for final presentation – he/she highly motivated to do a good job in creating an organized final product
3 Student created titles or graphics, which enhanced the layout or participated in the creation of materials for final presentation – he/she made an effort to help with the final product
2 Student created a minimum of presentation materials for the layout for final presentation
1 Student created very few graphics or any materials to enhance final presentation
Overall Quality
4 High quality design
3 Above average quality
2 Average to below average quality
1 Poor quality
Use of Class Time
4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.
3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.
2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.
1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.
Peer Collaboration Project Rubric
| 4 | 3 | 2 | 1 |
Participation | Group member participated fully and was always on task in class. | Group member participated most of the time and was on task most of the time.
| Group member participated but wasted time regularly or was rarely on task. | Group member did not participate, wasted time, or worked on unrelated material. |
Leadership | Group member assumed leadership in an appropriate way when necessary by helping the group stay on track, encouraging group participation, posing solutions to problems, and having a positive attitude. | Group member sometimes assumed leadership in an appropriate way. | Group member usually allowed others to assume leadership or often dominated the group. | Group member did not assume leadership or assumed it in a nonproductive manner. |
Listening | Group member listened carefully to others’ ideas. | Group member usually listened to others’ ideas. | Group member sometimes did not listen to others’ ideas. | Group member did not listen to others and often interrupted them. |
Feedback | Group member offered detailed, constructive feedback when appropriate. | Group member offered constructive feedback when appropriate. | Group member occasionally offered constructive feedback, but sometimes the comments were inappropriate or not useful. | Group member did not offer constructive or useful feedback. |
Cooperation | Group member treated others respectfully and shared the workload fairly. | Group member usually treated others respectfully and shared the workload fairly. | Group member sometimes treated others disrespectfully or did not share the workload fairly. | Group member often treated others disrespectfully or did not share the workload fairly. |
Time Management | Group member completed assigned tasks on time. | Group member usually completed assigned tasks on time and did not hold up progress on the projects because of incomplete work. | Group member often did not complete assigned tasks on time, and held up completion of project work. | Group member did not complete most of the assigned tasks on time and often forced the group to make last-minute adjustments and changes to accommodate missing work. |
Write the proficiency level from the rubric that fits each group members’ participation in the box under the collaboration skill. Include your own name in the list.
Group Member | Participation | Leadership | Listening | Feedback | Cooperation | Time Management |
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