| Criteria | Exemplary | Satisfactory | Needs Improvement | Score |
| (Weight) | 4-5 | 2-3 | 0-1 | |
|
| Abstract (×1) |
|
The abstract is a concise summary of the whole problem and specific
results in a single paragraph.
|
| | |
The abstract summarizes the paper, but omits something important.
|
| |
| | |
The abstract is a single sentence summary.
|
| |
| |
| Introduction (×2) |
|
The problem's input and output are clearly defined and it is described
so that a competent professional could understand the challenges involved.
|
| | |
The problem is described so that a competent professional with knowledge
of the problem domain could understand it.
|
| |
| | |
The document fails to introduce the problem.
|
| |
| |
| References (×2) |
|
A summary of relevant literature (with appropriate citations) is included
with evidence that its ideas were used in the project.
|
| | |
A brief summary of literature is included with its relation to the
project, but without complete citations or evidence of its connection
to the project.
|
| |
| | |
No discussion of the literature or its connection to the project is
made.
|
| |
| |
| Process (×8) |
|
The overall process followed is clearly described with all important
details included.
|
| | |
The overall process is described with some details missing.
|
| |
| | |
The overall process is unclear and many details are omitted.
|
| |
| |
| Experimental Setup (×3) |
|
Experimental setup, evaluation method, and data are clearly described,
including simplifying assumptions.
|
| | |
Some details are missing from experimental setup, evaluation method,
or description of the data.
|
| |
| | |
Many details are missing from experimental setup, evaluation method,
or data.
|
| |
| |
| Evaluation (×3) |
|
Results of experimental evaluation are presented clearly and completely
in figures, graphs, and/or tables.
|
| | |
Figures and graphs are included, but some results appear incomplete
or are unclear.
|
| |
| | |
Results are presented incompletely and unclearly.
|
| |
| |
| Key Challenges (×2) |
|
The key challenges involved in implementation are described, and the
lessons from each are evaluated.
|
| | |
Some of the key challenges involved are described, with some lessons
learned.
|
| |
| | |
Key challenges or lessons learned are omitted.
|
| |
| |
| Writing Mechanics (×2) |
|
The document is free of errors in spelling, grammar, and punctuation.
Writing uses passive voice sparingly.
|
| | |
The document has a few spelling, grammar, or punctuation errors.
|
| |
| | |
The document has many spelling, grammar, or punctuation errors.
|
| |
| |
| Organization (×2) |
|
Section headings and topic sentences are used, allowing the reader
to follow the discussion and find any specific topic.
|
| | |
The document has some organizational signposts, is somewhat easy to
follow, and most specific topics can be found easily.
|
| |
| | |
The document lacks macro- and paragraph-level organizational clarity
and is difficult to follow.
|
| |
| |
| Clarity/Concision/Professionalism (×2) |
|
Writing is clear and unambiguous. Details are included without excessive
wordiness. The product is professional and without slang.
|
| | |
Writing is mostly clear and unambiguous, with occasional instances
of unclear or awkward writing.
|
| |
| | |
Writing is unclear, ambiguous, or wordy to the point of distraction.
|
| |
| |
| Aesthetics (×2) |
|
All text, math, images, and tables are nicely formatted with captions,
titles, axis labels, equation numbers, etc.
|
| | |
Elements are mostly aesthetically pleasing with a few minor problems
or missing pieces.
|
| |
| | |
The document looks sloppy.
|
| |
| |
| Effort Required (×6) |
|
Excellent progress is demonstrated on a difficult problem, or other
evidence of significant effort and new learning.
|
| | |
The problem was easy or extremely similar to the work done in class,
so little effort or new learning was required.
|
| |
| | |
Little effort is demonstrated.
|
| |
| |
| Experimental Code (×4) |
|
Functions and scripts for producing all included results are complete
and internally documented.
|
| | |
Usage of code and scripts is occasionally hard to understand.
|
| |
| | |
Code and scripts are incomplete and/or undocumented.
|
| |
| |
|
| | | | | |
| Total | | | | |
| | | | | /200 |
|