iRubric: Invention Design Project rubric

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Invention Design Project

Students will use the engineering design process to plan, design, and build a original product to solve a problem.

Rubric Code: AX574A4

By norbertm

Ready to use

Public Rubric

Subject: Engineering

Type: Project

Grade Levels: 6-8

Inventive Thinking
	Exceptional Performer 4 pts	Proficient Performer 3 pts	Developing Performer 2 pts	Beginning Performer 1 pts
Problem Solving	Exceptional Performer 1. Identify & define problem or a practical need 2. Researched current solutions 3. Referenced (read & used information) at least 2 sources 3. Original creative innovations of your product/invention 4. Invention solves the problem and shows a high level of original thought	Proficient Performer 1. Identify & define problem or a practical need 2. Researched current solutions 3. Referenced (read & used information) at least 1 source 3. Original creative innovations of your product/invention 4. Invention solves the problem and shows a well thought-out idea	Developing Performer 1. Identify & define problem or a practical need 2. Researched current solutions 3. Referenced (read & used information) but did not give credit to author 3. Original innovations of your product/invention 4. Invention solves the problem	Beginning Performer 1. Identify & define problem or a practical need 2. Researched current solutions, but not clear how information was used 3. Original innovations of your product/invention 4. Invention barely solves the problem, more time & effort needed
Design	Exceptional Performer 1. Detailed explanation of invention & purpose 2. Diagram Identifies specific parts and function 3. Diagram- scale drawing 2 views & measurements 4. Limitations and constraints of design are noted 5. Well thought out design, structurally sound	Proficient Performer 1. Detailed explanation of invention & purpose 2. Diagram Identifies specific parts and function 3. Diagram 2 views 4. Limitations and constraints of design are noted 5. Well thought out design, structurally sound	Developing Performer 1. Explanation of invention & purpose 2. Diagram Identifies specific parts and function 3. Diagram drawing 4. Limitations and constraints of design are noted 5. Well thought out design	Beginning Performer 1. Explanation of invention & purpose 2. Diagram Identifies main parts and it's function 3. Diagram drawing 4. Limitations and constraints of design are noted
Prototype	Exceptional Performer 1. Prototype clearly constructed from diagram 2. appearance appealing and neat 3. creative visuals & model 4. Detailed diagram is displayed	Proficient Performer 1. Prototype constructed from diagram 2. appearance appealing and neat 3. creative model 4. Detailed diagram is displayed	Developing Performer 1. Prototype constructed from diagram 2. appearance is neat 3. model is displayed 4. diagram is displayed	Beginning Performer 1. Prototype does not look like diagram 2. appearance is neat 3. model is displayed
Test, Evaluate, Redesign	Exceptional Performer 1. Criteria for testing are student-developed specifically to test how well the invention addresses the problem. 2. student uses data from the simulated test to improve the design (the test will be peers evaluator asking questions). 3. Students make modifications to the existing design in order to improve it.(answers to peer evaluators questions) 4. Adequate records are collected (what worked, what didn't work and why) and an analysis of data is present.	Proficient Performer 1. Student test how well the invention addresses the problem. 2. student uses data from the simulated test to improve the design (the test will be peer evaluators asking questions). 3. Students make modifications to the existing design in order to improve it.(answers to peer evaluators questions) 4. Minimal records are collected (what worked, what didn't work and why) and an analysis of data is present.	Developing Performer 1. Student test how well the invention addresses the problem. 2. student attempts to improve the design (the test will be peer evaluators asking questions). 3. Students make some modifications to the existing design in order to improve it.(answers to peer evaluators questions) 4. Minimal records are collected (what worked, what didn't work and why) and an analysis of data is present.	Beginning Performer 1. Student test how well the invention addresses the problem. 2. student doesn't improve the design (the test will be peer evaluators asking questions). 3. Students make some modifications to the existing design in order to improve it.(answers to peer evaluators questions) 4. Records are not collected (what worked, what didn't work and why) and an analysis of data is present.
Marketing Presentation	Exceptional Performer Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.	Proficient Performer Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates	Developing Performer Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are complete or clear. Communication with classmates by posing and responding to questions is limited.	Beginning Performer Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited.

Keywords:

Invention Engineering Design Process

Subjects:

Engineering

Types:

Project

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