Skip to main content
iRubric: Engineering Design Process: Build a Toy rubric

iRubric: Engineering Design Process: Build a Toy rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Engineering Design Process: Build a Toy 
Engineering Design Process: Simple Machine Robots
This rubric is used to assess the students' use of the engineering design process for designing a simple machine robot.
Rubric Code: XX6942A
By jehlers
Ready to use
Public Rubric
Subject: Engineering  
Type: Project  
Grade Levels: 6-8

Powered by iRubric Engineering Design Process
  Below Poor

0 pts

Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Ask - Group

Below Poor

No evidence of defining the problem, or identifying the criteria and constraints was observed in the group
Poor

Little evidence of defining the problem, or identifying the criteria and constraints was observed in the group.
Fair

Some evidence of defining the problem, or identifying the criteria and constraints was observed in the group
Good

Good evidence of defining the problem and identifying the criteria and constraints was observed in the group
Excellent

Excellent evidence of defining the problem and identifying the criteria and constraints was observed in the group
Explore - Group

Below Poor

No evidence of research, learning new skills, and brainstorming and sketching were observed in the group.
Poor

Little evidence of research, learning new skills, and brainstorming and sketching were observed in the group.
Fair

Some evidence of research, learning new skills, and brainstorming and sketching were observed in the group.
Good

Good evidence of research, learning new skills, and brainstorming and sketching were observed in the group.
Excellent

Excellent evidence of research, learning new skills, and brainstorming and sketching were observed in the group.
Model - Group

Below Poor

No evidence of choosing the best solution, or building a model or prototype was observed by the group.
Poor

Little evidence of choosing the best solution, or building a model or prototype was observed by the group.
Fair

Some evidence of choosing the best solution, or building a model or prototype was observed by the group.
Good

Good evidence of choosing the best solution, or building a model or prototype was observed by the group.
Excellent

Excellent evidence of choosing the best solution, or building a model or prototype was observed by the group.
Explore - Group

Below Poor

No evidence of how to conduct a fair test or the strengths and weaknesses of the model/prototype were observed by the group.
Poor

Little evidence of how to conduct a fair test or the strengths and weaknesses of the model/prototype were observed by the group.
Fair

Some evidence of how to conduct a fair test or the strengths and weaknesses of the model/prototype were observed by the group.
Good

Good evidence of how to conduct a fair test or the strengths and weaknesses of the model/prototype were observed by the group.
Excellent

Excellent evidence of how to conduct a fair test or the strengths and weaknesses of the model/prototype were observed by the group.
Evaluate - Group

Below Poor

No evidence was explained about how the model solved or didn't solve the problem, and how it could be improved
Poor

Little evidence was explained about how the model solved or didn't solve the problem, and how it could be improved.
Fair

Some evidence was explained about how the model solved or didn't solve the problem, and how it could be improved.
Good

Good evidence was explained about how the model solved or didn't solve the problem, and how it could be improved.
Excellent

Excellent evidence was explained about how the model solved or didn't solve the problem, and how it could be improved.
Criteria - Group

Below Poor

No evidence of one moving part on the model was observed.
Poor
Fair
Good

The model had one moving part.
Excellent

The model had more than one moving part other than moving tires.
Constraints - Group

Below Poor

Completely disregarded time constraint.
Poor

Did not use time well. Time was wasted during the design process.
Fair

Sometimes used time well. There were times when the student was off task during the design process
Good

Good use of time, there were a few times when the student was off task, however for the majority of the design process the time was well spent.
Excellent

Excellent use of time. The student stayed on task during the design process.
Participation - Student

Below Poor

Completely off task
Poor

Many reminders to stay on task were given to the student.
Fair

Some reminders to stay on task were given to the student.
Good

Very little reminders to stay on task were given to the student.
Excellent

The student was on task all the time.




Subjects:

Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n98