| CATEGORY |
4 |
3 |
2 |
1 |
| Content Accuracy |
At least 7 accurate facts are displayed on the poster. |
5-6 accurate facts are displayed on the poster. |
3-4 accurate facts are displayed on the poster. |
Less than 3 accurate facts are displayed on the poster. |
| Attractiveness |
The poster is exceptionally attractive in terms of design, layout, and neatness. |
The poster is attractive in terms of design, layout and neatness. |
The poster is acceptably attractive though it may be a bit messy. |
The poster is distractingly messy or very poorly designed. It is not attractive. |
| Knowledge Gained |
Student can accurately answer all questions related to Native American impact on medicine. |
Student can accurately answer most questions related to Native American impact on medicine and processes used to create the poster. |
Student can accurately answer about 75% of questions related to Native American impact on medicine and processes used to create the poster. |
Student appears to have insufficient knowledge about the facts related to Native American impact on medicine or the processes used in the poster. |
| Graphics Originality |
Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. |
One or two of the graphics used on the poster reflect student creativity in their creation and/or display. |
The graphics are made by the student, but are based on the designs or ideas of others. |
No graphics made by the student are included. |
| Journal Question |
Student accurately answered journal question related to Native American impact on medicine and supported all facts with examples. |
Student accurately answered journal question related to Native American impact on medicine and supported most facts with examples. |
Student answered journal question related to Native American impact on medicine and supported 75% of facts with examples. |
Student incorrectly answered journal question related to Native American impact on medicine and did not support facts with examples. |
2001, 2002, 2003 High Plains Regional Technology in Education Consortium HPR*TEC
