Introduction to Raspberry Pi through Making
Below is a sample rubric to use when assessing students at the completion of the course. Because the topics of student projects can vary so widely it is important to modify this to assess the topics that students end up exploring over the course of the week.
| Excellent | Good | Satisfactory | Needs Improvement | |
| Programming and building the final project | Student creates a sophisticated and thoughtful object that is shareable and personally meaningful. The student utilized sensor input and performs some computing on that input in order to create an output. The student’s programming demonstrates mastery of the programming concepts covered in the course, including conditional-statements and looping along with extended self directed research into other programming or technical topics. | Student creates a sophisticated and thoughtful object that is shareable and personally meaningful. The student utilized sensor input and performs some computing on that input in order to create an output. The student’s programming demonstrates mastery of the programming concepts covered in the course, including conditional-statements and looping. | Student creates a thoughtful object that is shareable and personally meaningful. The student utilized sensor input and performs some computing on that input. The student’s programming demonstrates mastery of the programming concepts covered in the course, including conditional-statements and looping. | Student creates an object that is shareable. The student utilized sensor input. The student’s programming does not demonstrates mastery of the programming concepts covered in the course, including conditional-statements and looping. |
| Collaboration | The student actively solicited classmates for help and viewed them as assets. There was no sense of competition between students, and the student also sought out opportunities to help other students. The student was an active participant during peer review and often had honest suggestions to help peers improve their projects. | The student actively solicited classmates for help and viewed them as assets. There was no sense of competition between students. The student was an active participant during peer review and often had honest suggestions to help peers improve their projects. | The student solicited classmates and the teacher for help. There was little sense of competition between students. The student was an active participant during peer review and had some honest suggestions to help peers improve their projects. | The student did not view classmates as resources and avoided helping peers. The student often viewed the project as a competition and held back information from other groups or accused groups of “cheating” or “stealing my ideas.” |
| Presentation | The student’s presentation addressed the purpose of the project and centers on why the project is personally meaningful. The presentation has been practiced multiple times and all demonstrations run smoothly. The student honestly and accurately answers questions from the audience and demonstrates a command over the technology being presented. | The student’s presentation addressed the purpose of the project and centers on why the project is personally meaningful. The presentation has been practiced and the student addresses any demonstrations that do not work without becoming flustered. The student honestly and accurately answers questions from the audience and demonstrates a command over the technology being presented. | The student’s presentation addressed the purpose of the project. The presentation has been practiced and the student addresses any demonstrations that do not work without becoming flustered. The student honestly and accurately answers questions from the audience and demonstrates a beginning command over the technology being presented. | The student’s presentation does not address the purpose of the project. The student has not practiced or planned the presentation. The presentation contains demonstrations that have not been previously run. The student is unable to answer questions that address topics covered during the week. |