Innovation Day 2.0 Assessment Rubric
As a culmination of the CIJE curriculum students create a capstone project. This year, students are tasked with creating a webpage to display their innovation along with a video presentation. Below is a full description of how the capstones will be evaluated. Here is a link to the PDF version for easier printing.
Assessment Criteria Overview: The evaluating criteria is based on the Design Process which students have been advised to use to develop their prototype. Each category is a step in the process and is further broken down to how “well” the groups fulfilled that step. If a team does not fulfill that particular category they will not gain any points (0 value). A “Basic” level is a superficial, bare minimum and is scored as 1, “Standard” fully executes the expectations of that state, and “Innovative ” goes above and beyond the standard qualifications.
Categories:
Rubric Table Description:
|
Category |
Standards |
Assessment |
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One of the 6 steps of the Design Process which students should have either formally or informally implemented. |
Insufficient: Does not meet expectation at all - - - - - - - - - - - - - Basic: Approaches expectation - - - - - - - - - - - - - Standard: Meets expectation - - - - - - - - - - - - - Innovative : Exceeds expectation |
= 0
= 1
= 2
= 3 |
|
Category |
Standards |
|
Identifies sources of and collects information from multiple angles. |
Basic: Uses typical sources of information (website, book, articles) and adds references to source material - - - - - - - - - - - - - Standard: Finds one source of information that is not typical (experts, business or organization, direct observation) - - - - - - - - - - - - - Innovative: Finds unusual ways or places to get information and integrates this with typical sources (adult expert, community member, businesses, direct observation of end-users) |
|
Inspire new thinking by discovering what people really need. |
Basic: Limited descriptions of user empathy with few surprising insights or needs included. Interviewed maybe one person / asked surface level questions. - - - - - - - - - - - - - Standard: Human centeredness (user empathy) is expressed through descriptions of human emotion, physical necessities, surprising insights and/or needs on the part of users. Interviewed a few individuals with thoughtful and probing questions. Perhaps they conducted a small scale survey to gain broader understanding from need-knowers. - - - - - - - - - - - - - Innovative: Rich, emotive descriptions of user empathy, including a variety of surprising insights and deep needs. Interviewed a wide array of individuals with thoughtful and probing questions helped gain a deep understanding of the target subject. To gain quantitative samples they conducted a survey to gain broader understanding from need-knowers. |
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DEFINE Identify a driving question that inspires others to search for creative solutions. |
Basic: Understands the basic purpose for innovation but does not thoroughly consider the needs and interests of the target audience. The problem is not clearly framed. Needs are stated as nouns. (ex: an autonomous garden) - - - - - - - - - - - - - Standard: The problem is clearly framed around a user where needs are stated as verbs to describe an activity or desire for an area where that user needs help. Understands the purpose driving the process. - - - - - - - - - - - - - Innovative: In addition to developing insight about the particular needs and interests of the target audience, the problem is compelling and contains novel needs. (ex: A home gardener doesn’t have time to maintain a garden and needs help with its care) |
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IDEATE Push past obvious solutions to get to breakthrough ideas. |
Basic: Relies on existing models, ideas. Convergent thinking results in a limited range of ideas and concepts. - - - - - - - - - - - - - Standard: Explored numerous approaches to solve the issue at hand. Created improvement to previous solutions. - - - - - - - - - - - - - Innovative: Explored numerous approaches to solve the issue at hand. Is unique/surprising/creative. There was an overwhelming amount of ideas ranging from very practical to very difficult to implement. |
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PROTOTYPE
Build rough prototypes to learn how to make ideas better. |
Basic: Limited value to the intended audience; impractical or unfeasible. Prototype/ simulation/ product did not and would not achieve projected results. Does not show how components work together. Does not show a clear input and output scheme. - - - - - - - - - - - - - Standard: Prototype appears to work, addresses the problem and is valuable; may not solve certain aspects of the defined problem; unclear if the product would be feasible. Prototype worked and succeeded in addressing the intended problem. - - - - - - - - - - - - - Innovative: Prototyping provides a solution for user needs including a record of the iterations describing what was learned from each test. Addresses the defined problem and seems feasible. Components are cohesively included. Shows clear input and output scheme. |
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TEST / PRESENT |
The solution is presented to peers and users who give feedback on the feasibility, viability and desirability. Teams test and seek feedback throughout the process but are evaluated at 3 key points: Peer Review, Webpage Presentation and Video Presentation. |
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Peer Review: Using Feedback |
Basic: Does not consider or use feedback and critique to revise product - - - - - - - - - - - - - Standard: Considers and may solicit some feedback to revise - - - - - - - - - - - - - Innovative: Seeks out and uses feedback to revise product to better meet the needs of the intended audience
(Shared in Process/Procedure/Reflections part of the webpage) |
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Presentation: Webpage Design
Craft an engaging presentation that informs and inspires the viewer that this solution is needed. |
Basic: Created Webpage ,the visuals are unclear or distracting - - - - - - - - - - - - - Standard: Webpage is well designed but the overall message is inconsistent - - - - - - - - - - - - - Innovative: Webpage clearly conveys information, contains strong visuals, emphasizes key points and strengthens the overall message Suggested Content Outline: - Header Title, Logo, Video, Pitch - Description (Define/Empathize) Pitch/Thesis Abstract (The Problem and The Solution) - Background (Research/Empathize) The need / the problem Who, What, Why, Where, When Market Research Competitors / Existing Products - Design and Methodology (Ideate/Prototype) Construction System Flow / Operation Chart Schematic & Code (Tinkercad circuits, hand drawn Circuit Diagram, Arduino code) Bill of Materials / Cost - Discussion (Test/Feedback) Process / Procedure Reflections Future Work / Improvements - The Team Names, school and roles |
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Presentation: Video
Craft an engaging human story that informs and inspires the viewer for the need of this solution.
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Basic: Created video but unclear message, or low level creativity, or hard to view based on technical quality - - - - - - - - - - - - - Standard: Visually appealing video, message is inconsistent, technically strong - - - - - - - - - - - - - Innovative: Visually and auditorily appealing, clear message, amplifies purpose and superb technical display Video “Elevator Pitch” Overview:
An “elevator pitch” is a brief description of an idea, product or company that explains the concept in a way such that any listener can understand it in a short period of time (based on an elevator trip). Content What is the name of your idea? Who is it for? What is the solution? Why do people need it? What evidence do you have? What are your next steps? Creativity/Wow Factor Energy level Facial expressions and body language generate a strong interest and enthusiasm for information being presented Interesting Easy to follow Technical Complies with the three minute time limit Auditory and visual clarity Uses visual aids to enhance clarity of message |
