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iRubric: Reverse Architecture and Community Design Rubric

iRubric: Reverse Architecture and Community Design Rubric

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Reverse Architecture and Community Design Rubric 
Architecture and Community Design Rubric
A rubric to evaluate Architecture and Community Design projects
Rubric Code: G24825W
By cpdelavega
Ready to use
Public Rubric
Subject: English  
Type: Project  
Grade Levels: 9-12

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Architecture and Community Design
  Poor

1 pts

Average

2 pts

Very Good

3 pts

1- Knowledge
Knowledge - History

Demonstrate comprehensive knowledge of the development and trajectory of architectural history from prehistoric to contemporary times.
Poor

Student is unable to demonstrate knowledge of general periodization and development of architecture through their project work.
Average

Student demonstrates a working knowledge of the development and trajectory of architectural history from prehistoric to contemporary times. Student is able to identify the principle designers and design philosophies of the modern and contemporary historical periods of architecture, and can reflect this knowledge within their project work.
Very Good

Student demonstrates comprehensive knowledge of the development and trajectory of architectural history from prehistoric to contemporary times. Student is able to critically reflect upon their acquired knowledge of the principle designers, design philosophies, and design cultures of a place and time within their project work.
Knowledge - Concepts & Terminology

Demonstrate, through architectural and urban design projects, a broad knowledge of the concepts and terminology related to urban and architectural history.
Poor

Student is unable to demonstrate knowledge about the principle designers and periods within the history of architecture.
Average

Student is able to identify the principle designers and periods within the history of architecture.
Very Good

Student is able to critically reflect upon their acquired knowledge of architecture, landscape architecture, and urban planning historical periods, and terminology within their project work.
Knowledge - Key Developments

Identify and describe the key developments in the modern history of architecture.
Poor

Student is unable to demonstrate knowledge about the modern history of architecture within their project work.
Average

Student is able to identify basic movements, individuals, and time periods in modern architecture history and its place and impact on their project work.
Very Good

Student is able to critically reflect upon their acquired knowledge of modern architectural history and its place and impact on their project work.
2. Design Practice
Design - Visual Represention

Demonstrate, through design practice, knowledge of the key methods of visual representation, with an emphasis on the strategies that promote visual clarity and understanding.
Poor

Student is unable to demonstrate skill using visual rhetoric, semiotics, or primary rendering skills within their project work.
Average

Student is able to demonstrate basic skills within their project work using two or more of the following: visual rhetoric, semiotics, and/or primary rendering skills.
Very Good

Student is able to demonstrate skill and marked improvement using visual rhetoric, semiotics, and primary rendering skills to represent abstract concepts within their project work.
Design - Graphic Standards

Demonstrate, through design practice, competence in using architectural graphic standards as a component of visual communication.
Poor

Student is unable to demonstrate fluency with any one of the following skills within their project work: multiple image composition, contrast and hierarchy, or system-wide structure within their project work.
Average

Student is able to demonstrate fluency with two of the following skills within their project work: multiple image composition, contrast and hierarchy, and/or system-wide structure within their project work.
Very Good

Student is able to demonstrate fluency and marked improvement with all of the following skills within their project work: multiple image composition, contrast and hierarchy, or system-wide structure within their project work.
Design - Process

Demonstrate, through design practice, competence with design process methodologies.
Poor

Student is unable to demonstrate fluency with one of the following forms of architectural design process: conceptual development, formal experimentation, or system thinking across a wide range of project formats or media.
Average

Student is able to demonstrate fluency with two of the following forms of architectural design process: conceptual development, formal experimentation, and/or system thinking across a wide range of project formats or media.
Very Good

Student is able to demonstrate fluency with each of the following forms of architectural design process: conceptual development, formal experimentation, and system thinking across a wide range of project formats or media.
3. Key Concepts
Key Concepts - History & Theory

Identify and describe the key concepts and design methods in the history and theory of architecture through critically reflective project work.
Poor

Student is unable to demonstrate a grasp of key concepts or define design methods in the history and theory of architecture through papers, graphic presentations or design projects.
Average

Student is able to express a basic grasp of key concepts in the history and theory of architecture and design methods through papers, graphic presentations or design projects.
Very Good

Student is able to clearly express and critically evaluate key concepts in the history and theory of architecture; and is able to clearly articulate/express and critically engage design methods through papers, graphic presentations and design projects.
Key Concepts - Skills

Initiate, research, and develop a design project that requires Service-Learning skills.
Poor

Student is unable to plan and implement a Service-Learning project in collaboration with an undeserved community.
Average

Student is able to plan and implement a Service-Learning project in collaboration with an undeserved community and create a comprehensive final report.
Very Good

Student demonstrates a leadership role in planning and implementing a Service-Learning project in collaboration with an undeserved community, and creates a comprehensive final report enabling the community partner to carry the project into the future.
4. Skills
Skills - Graphics CAD

Demonstrate comprehensive skills using an architectural computer-rendering program such as VectorWorks, AutoCAD, or SketchUp.
Poor

Student is unable to demonstrate competency using an architectural computer-rendering program.
Average

Student is able to plan and implement independent project work using an architectural computer-rendering program.
Very Good

Student is able to demonstrate marked improvement planning and implementing independent project work using an architectural computer-rendering program.
Skills - Graphics Mechanical

Demonstrate comprehensive skill using mechanical production techniques.
Poor

Student is unable to demonstrate skill using either of the following production techniques: preliminary design documentation drawing or the creation of final project 2-D and 3-D prototypes.
Average

Student is able to demonstrate skill using both of the following production techniques: preliminary design documentation drawing and the creation of final project 2-D and 3-D prototypes.
Very Good

Student is able to demonstrate skill and marked improvement using both of the following production techniques: preliminary design documentation drawing and the creation of final project 2-D and 3-D prototypes.
Skills - Research

Demonstrate comprehensive skill with bibliographic research methods.
Poor

Student is unable to complete independent design research for their project work by using required library collections, bibliographies, and digital databases.
Average

Student is able to complete independent design research and write their own project text by using required library collections, bibliographies, and digital databases.
Very Good

Student is able to complete independent design research, write their own project text, and develop a personal theoretical position by using required library collections, bibliographies, and digital databases.



Keywords:
  • architecture community design


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