iRubric: Ceramic plate -slab method rubric

rough surface, lack of consistent aesthetic.

irregularity to object, aesthetic is lacking

object has an overall consistency, and an aesthetic with few issues with the edges and surface.

Object is consistent and has a clear aesthetic with clean edging and surface.

• Student does not turn in a project for grading
• Student does not demonstrate any understanding of the skills/task

• Student turns in a non-completed project (work is in progress)
• Student turns in a completed project but it does not meet the criteria of the assignment
• Student needs improvement in all or most of these areas: construction, joining, cross-hatch and slip, coils in seams
• Student below adequate skill and needs improvement in all or most of these areas: smoothing, blending, consistency in thickness

• Student completes project
• Student meets the basic criteria of the assignment but needs improvement in more than one of these areas: construction, joining, cross-hatch and slip, coils in seams
• Student demonstrates adequate skills but needs improvement in more than one of these areas: smoothing, blending, consistency in thickness

• Student completes the project
• Student meets the criteria of the assignment and demonstrates an understanding of the skills/task but needs improvement in one of these areas: construction, joining, cross-hatch and slip, coils in seams
• Student demonstrates above average craftsmanship but needs improvement in one of these areas: smoothing, blending, consistency in thickness
• Student is self-motivated

Walls are uneven and some walls are very thin.

Walls are somewhat uneven. Scoring and slipping present in some cases.

Walls are of even thickness. Student scored and slipped clay additions in most areas.

Walls are of even thickness and are approximately 1/4"-1/2". Student has consistently scored and slipped clay additions.

Student is argumentative

Student throws clay or other objects at walls or other students.

Student is uncooperative, and does not work well with his group to clean his/her table or floor below of clay and clay dust.

Student feels no responsibility keep the room clean.

Student does not participate in discussion.

Student walks into hallway before the bell is rung.

Student is argumentative

Student throws clay or other objects at walls or other students.

Student is uncooperative, and does not work well with his group to clean his/her table or floor below of clay and clay dust.

Student feels no responsibility to keep the room clean.

Student participates begrudgingly in discussion.

Student walks into hallway before the bell is rung.

Student is mostly cooperative, and does clean his/her table or floor below of clay and clay dust.

Student feels some responsibility to keep the room clean.

Student participation is fairly consistent and positive.

Student is and does clean his/her table or floor below of clay and clay dust.

Student feels responsibility to keep the room clean.

Student participation is constant and positive.