Infographics+Rubric

=**Infographics Project Rubric**=

each class period. Focused on getting the project done. Never distracted others. || Used time well during each class period. Usually focused on getting the project done and never dis- tracted others. || Did not use class time to focus on the project OR often distracted others. || infographic is specific in nature and is intended to inform or convince the viewer. || The topic of the infographic may be a bit too broad to allow the viewer to understand the main points. || The topic of the infographic is hard to ascertain and needs to be made more specific. || mation needed || Student identifies types of information that re- late to the scope of the topic. || Student identifies types of information that partially relate to the scope of the topic. || Student does not id- entify types of infor- mation that relate to the scope of the topic. || the topic || Student accesses relevant and quality information sources. || Student accesses relevant information, but information is limited or lacks quality. || Student access infor- mation that lacks relevance and quality. || using information is clear. || Student's rationale for using information is clear, but not in all contexts. || Student's rationale for using information is unclear. || to form the content of the infographic || Student synthesizes content in a manner that supports the purposes and format of the infographic. || Student applies con- tent in a manner that partially supports the purposes and format of the infographic. || Student does not apply content in a manner that supports the purposes and format of the infographic. || citation conventions correctly. Full bibliographic citations for all sources are included. || Student follows citation conventions with errors, e.g. the URL is included but nothing else. || Student does not follow citation conventions OR no citations to sources are included. || related to the topic and make it easier to understand. || All graphics are related to the topic and most make it easier to understand. || Graphics do not relate to the topic. || facts are displayed on the infographic. || 3 accurate facts are displayed on the infographic. || 2 or less accurate facts are displayed on the infographic. || exceptionally attractive in terms of design, layout, and neatness. || The infographic is attractive in terms of design, layout, and neatness. || The infographic is distractingly messy or very poorly designed. It is not attractive. || grammatical mistakes on the infographic. || There is 1 grammatical mistake on the infographic. || There are 2 or more grammatical mistakes on the infographic. ||
 * **Creating an Infographic** || ** Exceeds Expectations ** || ** Meets Expectations ** || ** Needs More Work ** ||
 * Use of Class Time || Used time well during
 * Define a Topic || The topic of the
 * Determine type of infor-
 * Search for information on
 * Sort and sift information || Student's rationale for
 * Synthesize information
 * Use of citations || Student follows
 * Relevance of graphics || All graphics are
 * Accuracy of Content || At least 4 accurate
 * Attractiveness || The infographic is
 * Grammar || There are no

=**Questions to ask yourself about an infographic:**=


 * What is the purpose of the infographic?
 * Who do you think are the intended audiences? What makes you say so?
 * How informational is the infographic?
 * How persuasive is the infographics? If you think it is persuasive, what would make it even more persuasive?
 * What original contexts would be most appropriate for the infographic?
 * What visual design elements, if any detract from the main messages of the infographic?
 * To what extent does the infographic contain misleading information or data distortion?
 * To what extent are the visual design choices effective or ineffective? In what specific ways do the creators blend images and text?
 * To what extent overall are your three chosen infographics effective or ineffective given the audiences and purpose you have identified?