ahandrewh teaches IAT-438user experience design

The quantity of research exploration is more than required and demonstrates a strong depth of understanding the topic area.

The quantity of reseach exploration is the same as required and demonstrates a good depth of understanding the topic area.

The quantity of reseach exploration is the same as required and demonstrates little depth of understanding the topic area.

The quantity of reseach exploration is less than required and demonstrates little depth of understanding the topic area.

Uses artifacts — images, quotes, materials from your process, links to appendix, etc — in combination with the text that make the outcomes of the research and the plans for primary research very clear.

Uses artifacts — images, quotes, materials from your process, links to appendix, etc — that show the process of the research and plans for primary research.

Uses artifacts — images, quotes, materials from your process, links to appendix, etc — that show the process of the research.

There is little to no effective use of supporting artifacts.

• The design of the document provides little to no resistance in understanding.
• The document uses a language understandable to a naive or new-to-the-topic audience. Discipline-specific terms are explained sufficiently for a naive audience to understand.
• Headings, layout, and structure in the submission are used effectively to provide a clear overview of the process.

• The design of the document provides little to no resistance in understanding.
• The document uses a language understandable to a professional — those who work in a profession connected to the brief — or design audience. Uses terms understood by a professional or design audience.
• Headings, layout, and structure in the submission are used somewhat effectively to provide an understandable overview of the process.

• The design of the document provides some resistance in understanding.
• The document uses a language understandable to a design audience.
• Headings, layout, and structure in the submission are used somewhat effectively to provide an understandable overview of the process.

• The design of the document provides significant resistance in understanding.
• The document uses a language understandable to a design audience.
• Headings, layout, and structure are in the submission are used ineffectively, and provide a difficult to understand overview of the process.

• Citations are used appropriately to clarify sourcing of information and strengthen arguments effectively.
• Citations use a consistent formatting. Formatting type (APA, MLA, etc) is of the author's choosing.
• Document is proofread and edited with few errors. It consistently follows the rules of Standard English.
• The document follows requested word counts.

• Citations are used appropriately to clarify sourcing of information and strengthen arguments effectively.
• Citations use a consistent formatting. Formatting type (APA, MLA, etc) is of the author's choosing.
• Document is proofread and edited with few errors. It consistently follows the rules of Standard English.
• The document follows requested word counts.

• Citations are used appropriately to clarify sourcing of information.
• Citations use a consistent formatting. Formatting type (APA, MLA, etc) is of the author's choosing.
• Document contains many errors that interfere with meaning; generally does not follow the rules of Standard English.
• The document exceeds requested word counts by a small amount (up to 25% more words than requested).

• Citations are missing and/or use an inconsistent formatting.
• Document contains many errors that interfere with meaning; generally does not follow the rules of Standard English.
• The document exceeds requested word counts by a moderate amount (up to 50% more words than requested).

The presentation uses artifacts — images, quotes, process samples, prototypes, links to appendix, etc — effectively combination with the explanation to make a strong case for a particular design direction.

The presentation uses artifacts — images, quotes, process samples, prototypes, links to appendix, etc — to show a good case for a particular design direction.

The presentation does not make a strong case for why a particular design direction is appropriate due to gaps in knowledge or rationale.

The presentation does not explain why a particular direction is appropriate.

The tone — appearance, language used, and formality — of the presentation is appropriate for a professional — the client, non-classroom — audience.

The tone — appearance, language used, and formality — of the presentation is appropriate for a classroom — more casual, informal — audience.

The tone — appearance, language used, and formality — of the presentation is appropriate for a classroom — more casual, informal — audience.

The tone — appearance, language used, and formality — of the presentation is appropriate for a classroom — more casual, informal — audience.

• The design and delivery of the presentation provides little to no resistance in understanding.
• The design and delivery uses a language understandable to a naive or new-to-the-topic audience.

• The design and delivery of the presentation provides little to no resistance in understanding.
• The design and delivery uses a language understandable to a professional or design audience.

• The design and delivery of the presentation provides some resistance in understanding.
• The design and delivery uses a language understandable to a design audience.

• The design and delivery of the presentation provides significant resistance in understanding.
• The design and delivery uses a language understandable to a design audience.

• Citations are used appropriately and use a consistent formatting.
• Document is proofread and edited with few errors. It consistently follows the rules of Standard English.
• All group members present for the presentation
• This presentation was completed in between 5 minutes and 30 seconds to 6 minutes (for one pitch, target is 5 minutes 45 seconds).

• Citations are used appropriately and use a consistent formatting.
• Document is proofread and edited with few errors. It consistently follows the rules of Standard English.
• All group members present for the presentation
• This presentation was completed in between 5 minutes and 15 seconds to 6 minutes and 15 seconds (for one pitch)..

• Citations are used appropriately and use a consistent formatting.
• Document contains many errors that interfere with meaning; generally does not follow the rules of Standard English.
• All group members present for the presentation
• This presentation was completed in between 5 minutes and 00 seconds to 6 minutes and 30 seconds (for one pitch)..

• Citations are missing and/or use an inconsistent formatting.
• Document contains many errors that interfere with meaning; generally does not follow the rules of Standard English.
• Not all group members present for the presentation
• This presentation was completed in less than 5 minutes or more than 7 minutes (for one pitch).