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Familiar
application
• knowledge
• simple application
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The student:
• recalls a wide range of Internet accessibility facts, terminology, methods and procedures, concepts, processes and principles, and illustrates with detailed and relevant examples
• effectively and consistently selects and applies related knowledge to produce quality report.
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The student:
• recalls a range of Internet accessibility facts, terminology, methods and procedures, concepts, processes and principles, and provides relevant examples
• Consistently applies related knowledge to produce valid report.
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The student:
• recalls Internet accessibility facts and terminology and some related methods and procedures, concepts, processes and principles applies related knowledge to produce valid report.
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The student:
• recalls Internet accessibility facts, terminology, and related concepts
• applies knowledge to produce report.
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The student:
• recalls some Internet accessibility facts and terminology.
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Problem
solving
• analysis
• synthesis
• evaluation
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The student:
• provides comprehensive analysis of internet accessibility
• develops effective and efficient solutions to internet accessibility
• consistently evaluates contexts, inputs, processes and products, with detailed justification of internet accessibility
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The student:
• provides detailed analysis of internet accessibility
• develops effective solutions to internet accessibility
• evaluates contexts, inputs, processes and products, with justification of internet accessibility
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The student:
• identifies, classifies and describes internet accessibility
• develops solutions to internet accessibility
• evaluates contexts, inputs, processes and products of internet accessibility.
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The student:
• identifies and classifies internet accessibility
• produces simple or partial solutions to internet accessibility
• evaluates superficially.
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The student
• identifies internet accessibility but rarely provides solutions.
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Communication
• Representing
information
using
language
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The student:
• consistently transforms, constructs and presents information to succinctly represent the internet accessibility meaningfully
• uses a extremely wide vocabulary with discrimination and consistently applies conventions of language to convey meaning to internet accessibility in a report.
•Contributes and works extremely well in a group. Has extremely well developed teamwork skills.
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The student:
• consistently transforms, constructs and presents information to effectively represent the internet accessibility meaningfully
• uses a wide vocabulary and consistently applies conventions of language to convey meaning to internet accessibility in a report.
•Contributes and works well in a group. Has well developed teamwork skills.
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The student:
• constructs and presents information to represent the to internet accessibility meaningfully.
• uses vocabulary and conventions of language to convey meaning to internet accessibility in a report.
•Contributes and works in a group. Has developed teamwork skills.
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The student:
• constructs and presents information but may miss the internet accessibility meaning
• uses language to convey meaning, although the meaning conveyed is not always to internet accessibility in a report.
•Contributes some work in a group. Has some teamwork skills.
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The student:
• presents information
• uses language, although internet accessibility is sometimes unclear or inappropriate.
•Has contributed few or little work in a group. Has few or little teamwork skills
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