Cynthia Vaskis

SLM521 Spring 2004

Web Quest Assignment

4/21/04

File: wqrubric.htm

(Suggestion for printing - Use the Landscape format and set the side margins to 0.5” or less.)

Evaluation of student performance in the Web Quest

These are the criteria for evaluating what knowledge the student has acquired from this Web Quest and how they have used that knowledge to design their own robot.

Task Accomplished by Student	Column 1 - Beginning	Column 2 - Developing	Column 3 - Accomplished	Column 4 - Exemplary
Understanding where robots are used in space today and might be in the future	Can name only one place where robotics is used in space today.	Can name two places where robotics is used in space today and one place they may be used in the government’s future space program.	Can name three or more places where robotics is used in space exploration today and name two or more places where robotics may be used in future space exploration or for government implementation on Earth.	Can name four or more places where robotics is used or will be used for space exploration (each) and can give the arguments for that use as laid out in Bush’s plan for the future and other listed web site resources. Give one argument against use of robots in space.
Understanding basic Robotic Parts and Functions	Can name one part of the Mars rover and how its works.	Can name two parts of the Mars rover and how they work.	Can name three parts of the Mars rover and how they work.	Can name four or more parts of the Mars rover and how they work.
Understanding how the robot’s parts relate to its mission	Can describe how one rover part is used in the mission.	Can describe how two rover parts are used in the mission.	Can describe how three rover parts are used to meet mission goals.	Can describe how four or more rover parts are used to meet mission goals.
Creating a robot design to perform a task, goal, or mission	Create a simple sketch of a robot with no labeled parts and no description of how the design meets the robot’s mission goals.	Create a basic sketch of a robot with labeled parts and one movable appendage. Give a basic description how the robot’s design meets its mission goals.	Create a detailed and labeled sketch of a robot with at least two movable appendages. Give a thorough description how the robot’s design meets its mission goals.	Create a detailed and labeled sketch of a robot with at least three movable appendages. Give a thorough description of how the robot’s design meets its mission goals and how each part contributes to those goals.
Building a robot to perform a task, goal or mission (optional as supplies are available, extra credit points)	If parts are available, student built a simple body structure with no moving parts or appendages. The robot is not able to meet any of its goals.	If parts are available, student built a simple body structure with at least one moving part or appendage and mentioned the design’s goals or mission. Show how the robot met one of its goals.	If parts are available, student built a detailed body structure with at least two moving parts or appendages and described how the parts accomplish the mission goals. Demonstrated how the robot met most of its goals.	If parts are available, student built a detailed body structure with at least three movable parts or appendages and described how those parts contribute to the robot’s mission goals. Demonstrated that the robot met its goals completely.

Grade Level (points per cell in column)

Column 1 is 10 points/cell

Column 2 is 15 points/cell

Column 3 is 20 points/cell

Column 4 is 25 points/cell

The last row is optional and can be done for extra credit in the class. The students may accomplish different tasks (or table items in rows) at different levels so that their points may come from different columns to make their total grade. Only one set of points per row is given (only one column per row is chosen for each student). The grading scale is left up to the teacher but it is suggested that a scale such as 90-100 (A), 80-89 (B), 70-79 (C), 60-69 (D), <60 (F) be used. Extra credit points follow the same points per column as the regular grade but are added to the accumulated regular grade.