Crazy Eights Evaluation

Performance ─ Your score ____ of 30 Points

Your beam held ____ pounds

Strongest beam held _____ pounds

30 points - Maximum in lab
27 points - 90% of maximum
24 points - 50% of maximum
21 points - 25% of maximum
18 points - any beam tested

Problems ─ Your score ____ of 40 Points

Problem number 1  _____ of 5
Problem number 2  _____ of 5
Problem number 3  _____ of 5
Problem number 4  _____ of 5
Problem number 5  _____ of 5
Problem number 6  _____ of 5
Problem number 7  _____ of 5
Problem number 8  _____ of 5

Each problem should be solved in pencil on its own sheet of plain white or engineering paper

1 point for Given, Find, Relationships

3 points for solution correctly laid out

1 point for correct answers including units (may include errors carried forward)

Report ─ Your score ____ of 30 Points

Content

Not Yet
(below standards,
common mistakes)
2
At Level (Standard)
6
Beyond (Follows Best Practices)
10

Summary

Fails to address important issues Addresses asigned task Clearly and concisely stated

Introduction

Requires prior knowledge of the situation to be understandable Gives some background information. Math and Science may be missing Gives background information and sets the scene for the unfamiliar reader/td>

Details Section

Provides little or no evidence to support conclusions. Evidence may be vague, confusing, or inaccurate. Contains gaps, “foggy” areas, or needless details. Provides accurate information. Evidence is just strong enough to support conclusions. Some evidence may be specific, but most of it is general, vague, or questionable. Evidence may support wrong conclusion. Elaborates the statement of each conclusion to include background, context, importance, or appropriate evidence. All material is technically correct and clearly stated. Evidence/information is specific, accurate, relevant, and more than enough to support conclusions.

Overall for Body

Shows that the team partially understood the task, had a partial connection of the answer, and used appropriate strategy (may not be clear) some of the time. Reflects that the team understood the task, connected and applied the answer, and developed a workable strategy. Reflects the quality of reasoning and demonstrates that the team analyzed and readily understood the task, and developed an efficient and workable strategy.

Conclusions

Implied or generalized, but not stated. Some conclusions may be wrong based on some of the evidence. Explanations are absent or confusing. Specific, valid conclusions are stated, with few explanations of why some evidence supports the conclusions. This section indicates that unspecified alternatives may exist. Valid and acceptable, specific, and accurate. Explain clearly, accurately, and thoroughly why the evidence presented supports the conclusions. Explanatory statements may summarize the relevance of the body of evidence, or may explain each type of evidence.

 

Organization ─


Within Each Section
Not Yet
(below standards,
common mistakes)
1
At Level (Standard)
3
Beyond (Follows Best Practices)
5

Pattern of organization


(chronological, spatial, comparison‑and‑contrast, most‑important‑ to‑least‑important, or cause‑and‑effect order.
Parts are disorganized. Organization can not be determined. Lacks continuity. Some organization is evident. Shows some level of continuity. Clearly evident.

Transitions

Absent. The relationship between parts is not evident. Are used and reader can determine the relationships between parts, but more are needed. Words (and visuals) are used effectively to enable the reader to locate various parts.

Main Ideas

Can not be determined for most paragraphs. Can be determined. Most paragraphs have topic sentences. Paragraphs are clear, with a topic sentence and the main idea easy to grasp. Subdivisions of the topic are explained, followed by details.<

Paragraphs

Divide each section into several well organized paragraphs, each with only one topic. Most Paragraphs have only one topic, some have more. Concise and shoe internal coherence.

Category

Item Item Item

 

Style

Not Yet
(below standards,
common mistakes)
1
At Level (Standard)
3
Beyond (Follows Best Practices)
5

Defining Technical Terms

Report contains numerous undefined technical terms. Some common technical terms are undefined, but the meaning can be determined. Free of undefined terms. Informal definitions (synonyms) are provided for terms that may be unfamiliar to the audience. Formal definitions (including term, class and differentiating characteristics) are provided for unfamiliar terms that are essential to the conclusions. Expanded definitions (background or history, list of parts, application, visual aids) are used for supporting information.

Accuracy and Relevance

Editorial comments outside of Conclusions section. Information may be vague, confusing, and inaccurate. Some information is specific, but most of it is general or vague. Contains specific, accurate, and relevant information that is free of bias, technically correct and clearly stated.

Sentence Structure

Numerous short, choppy sentences, run‑on sentences,redundant words and phrases. Sentences use passive voice or contain gender‑biased language. Most sentences are of acceptable length for a technical audience, are written in active voice, and are gender neutral. Sentence structures are appropriately varied. All sentences are written in active voice and are gender neutral.

Reading Level
(Fog Index)

Uses words significantly above or below the reading level of anticipated audience. Generally uses simple words. May contain words beyond the reading level of the anticipated audience. Level is consistent with lowest expected reading level of audience.

Information level

Understanding the report requires information not available to the anticipated audience. Acceptable for most of the anticipated audience. Acceptable for the experience level of the anticipated audience.

 

Presentation

Not Yet
(below standards,
common mistakes)
2
At Level (Standard)
6
Beyond (Follows Best Practices)
10

Format

Report is not in a recognizable form. Sections in the body do not follow the format. Information is in the wrong sections. Required information included. Most information is in the correct section. Summary contains brief overview. Introduction contains background information and sets the scene. Details section contains facts, figures, and other data. Conclusion section explains the outcome, suggests what should be done.

Line Spacing, Justification, Font Selection, Margins, and Pagination

Errors which significantly detract from the presentation. Superfluous print enhancements. Some errors. These errors do not interfere with meaning. Some print enhancements are missing or overused. Follows format. Print enhancements (bold, italic, etc.) are used sparingly.

Quality of Visuals (Drawings, Graphs, Charts, and Tables)

Unclear or ambiguous, and detract from the presentation. Missing titles or labels make the report difficult to read or interpret. Recognizable and adequate for understanding. Visually appealing, bordered, titled and labeled, clear and legible, balanced, and original. Follow standards for views, labeling, and dimensioning.

Use of Visuals

Inaccurate, misleading, trite, or superfluous (not mentioned in text). No visuals present. Visuals stuck at end of report, mentioned only in passing, not used to tell the story. Accurate and supportive of the conclusions, introduced, integrated, and discussed in the text.

Spelling, Usage, Punctuation, Capitalization, Structure, and Grammar

Errors which interfere with meaning and confuse the reader. Some errors. These errors do not interfere with meaning. Report is free of these errors.

 

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