**Rubric/Grade** | **F (0–30)** | **D (31–50)** | **C (51–74)** | **B (75–90)** | **A (91–100)** |

**Dimensionality** | The project is only one- or two-dimensional or does not mention dimensions at all (3 points) | The students use three dimensions to develop a 3-D model, yet fail (5 points) | The students have developed a three-dimensional model, yet the geometry of the model is flawed (8 points) | The students have built a 3-D model successfully, with minor flaws in the calculation (9 points) | The student(s) have come up with a perfectly working 3-D model for the project. (10 points) |

**Composition** | The students’ project does not have any coherent composition and there is no connection between its elements (3 points) | The project lacks several important compositional elements, such as the use of various 3-D layers, etc. (5 points) | The composition of the project seems rather well-developed; however, there are some serious mistakes in it (8 points) | The project composition is clear and well-developed; however, there are two to five mistakes concerning the form, textures, etc. (9 points) | No mistakes (0–1) were made in the course of developing the project composition (10 points) |

**Message** | The work does not have any message whatsoever and is very confused (3 points) | The student attempted to get his/her message across, yet failed. (5 points) | The message is there, yet the work is very choppy (8 points) | The project has two to five original messages that need some development (9 points) | The project offers several well-thought-out messages (10 points) |

**Use of 3-D Techniques** | **Modeling** | The students did not use any type of modeling whatsoever (1 point) | The students have not defined the type of modeling that they have used. (1 point) | The students have applied a specific type of modeling, yet with a poor result (2 points) | The students have applied one of the three types of modeling, yet have not provided their reasons for choosing this exact modeling type (2 points) | The students can use polygonal modeling, curve modeling, or digital sculpting (Capizzi, 2002) and justify their choice of a modeling method (3 points) |

**Animation** | No animation as used (1 point) | The animation was of very poor quality (2 points) | Animation techniques were used, yet no particular type of animation was chosen (2 points) | The basic animation types were used (2 points) | The students choose one of the three key types of animation (stop motion, claymation, CGI (Faber & Walters, 2004)) and justify their choice (3 points) |

**Visual Effects** | No visual effects were used (1 point) | There was an attempt to use visual effects (1 point) | Clichéd visual effects were used (2 points) | Several original animation effects were used (2 points) | The students have used only original visual effects (2 points) |

**Rendering** | There is no trace of rendering in the project (1 point) | The quality of rendering is deplorable. (1 point) | Only one tool for rendering was used (2 points) | The students use only one or two tools for rendering (3 points) | The students display the ability to use different tools for rendering successfully (2 points) |

**Use of 3-D elements** | No 3-D elements were used (3 points) | The 3-D elements are done poorly. (5 points) | Only one 3-D element was used successfully (7 points) | Two to five 3-D elements were used successfully (9 points) | The paper provides an ample amount of successfully used 3-D elements (10 points) |

**Following the principles of 3-D design** | The students did not follow any 3-D principles (3 points) | Some key 3-D principles were neglected. (5 points) | Most of the 3-D principles were followed (7 points) | All 3-D principle were used (9 points) | All 3-D principle were used and their use was justified (10 points) |

**Use of 3-D design methods** | No design methods were used (3 points) | The chosen design methods did not work (5 points) | The use of design methods was not justified (7 points) | The design methods were justified and worked well, yet a better option was possible (9 points) | The chosen design method proved optimum for the task. (10 points) |

**Creativity** | All elements of the work are clichéd and resemble the example in textbooks (3 points) | Some unique elements are introduced, yet the work does not have any original thought (5 points) | The author of the project came up with one to three unique elements (7 points) | The paper has original conclusions and introduces an original research method (9 points) | The project has a unique set of the method, original conclusions and a unique design (10 points) |

**Effort** | The students did not put any effort whatsoever (3 points) | The students have made an effort, yet stopped at the first sign of a problem (5 points) | The students made an effort yet the work has a lot of mistakes (7 points) | The students have made a considerable effort without making more than 10 mistakes (9 points) | The students have made a great effort, and there are 0 to 5 mistakes in the project. (10 points) |

**Cooperation (in case of a group project)** | None of the students cared what the other(s) did, which resulted in a poorly put together project (2 points) | Less than half of the group took part in the project. (5 points) | Most of the students cooperated; however, the presentation does not look quite homogenous (7 points) | All of the students cooperated; however, the paper is somewhat awkward (9 points) | The entire group of students was involved, which resulted in a well put together work (10 points) |

**Score (max.)** | 30 | 50 | 70 | 90 | 100 |