# Rubric 04: Design a Room

**Project:** `Project 04 - Design a Room.md`
**Unit:** Unit 4, Spaces We Live In (Environmental Design and Management)
**Total:** 20 points (five criteria, 1 to 4 each). Labs and projects category.

Student or team: ______________________ Client card: ______ Path: A / B Date scored: __________

## Self-assessment (the student or team fills this row first)

| Criterion | Our score (1 to 4) | One line of evidence |
|---|---|---|
| 1. Meets the client's needs | | |
| 2. The scale plan and traffic flow | | |
| 3. The budget and consumer choices | | |
| 4. The model and design principles | | |
| 5. The pitch | | |

## Teacher rubric

| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) |
|---|---|---|---|---|
| 1. Meets the client's needs (EDM 2. a); PSI 2. a) a., b., c.; Std 2 PI B; National FCS 11.6.5) | The Needs and Wants List is missing or sorts fewer than half the card's lines correctly, or the design ignores a need on the card (no walker path, no crib clearance, the door blocked), or the problem sentence does not name the client or the need. | The list sorts most lines correctly but has no hidden need, or one need on the card is only partly met (a 30-inch path where the card says 36, a study corner with no light), or the problem sentence names the client but not the limit. | Every line on the card is sorted as a need or a want, at least two hidden needs are written, the problem sentence names the client, the need, and the limit, and every need on the card is met in the plan and the model, including the card's one rule. | Everything in Meets, and the design serves a second person on the card (the younger sister, the parents, the dog, the partner) with a named feature, or a hidden need is one a real designer would catch (bed height for the walker user, reach range for the wheelchair user, cord safety for the baby) with the measurement written. |
| 2. The scale plan and traffic flow (EDM 2. b); PSI 2. a) d., e., h.; National FCS 11.4.3, 11.4.4; CDOS 3a Basic Skills) | The plan has no scale written, or the walls do not match the card, or furniture is not to scale, or fewer than half the paths are measured, or a path that fails the rule was left. | The plan is to scale with the walls matching the card, but the door swing or a window is missing or wrong, or one or two paths are unmeasured, or one path fails the rule, or the revision note on the back is missing. | The scale is written, the walls, door swing, windows, and closet match the card, every piece of furniture is to scale from the cut-out sheet, zones are labeled, every path is shaded and measured in inches and passes (36 for a walker or wheelchair path and the entry, 30 elsewhere), the turning circle is drawn if the client uses a wheelchair, and the back has two changes made and one suggestion rejected, each with a reason. | Everything in Meets, and the plan shows the bed's open side, the window that must open kept clear, and the reach to the light switch from the bed or chair, or the student calculated the open floor area as a percent, or a tiny house team drew the loft as a second plan at the same scale. |
| 3. The budget and consumer choices (EDM 3. a), b); FCL 4. c), f); Std 3 PI C; National FCS 11.6.1, 2.1.5; CDOS 3a Managing Resources) | The Budget Sheet is missing pieces that are on the plan, or the total is over budget, or the tax is missing, or the running subtotal has more than two errors. | Every plan piece is priced and the total is at or under budget, but the tax is computed wrong, or one or two lines have the wrong item number or column, or fewer than three justifications are written, or a justification does not name the client's need. | Every piece on the plan is a line with its item number, column, and price; the running subtotal is correct; the tax is computed once at 8.625 percent [update] and the total is at or under the budget; needs were priced before wants; and three justifications (one new, one secondhand, one DIY or free) each tie the choice to the client's need using cost and quality. | Everything in Meets, and the sheet shows a trade-off made with the exact saving, or the student wrote what to buy now and what to wait on as a phased budget, or the total is at least 10 percent under the budget with a stated reason (the cushion for the client), or the percent of budget by zone is computed. |
| 4. The model and design principles, including color, one green and one safe feature (EDM 2. c), d); EDM 1. b); PSI 2. a) f.; SUS 2. f); National FCS 11.4.4, 11.9.1; CDOS 3a Technology) | The model has no scale written, or the door and window are not where the plan has them, or more than two plan pieces are missing, or there is no color scheme, or a label is missing. | The model matches the plan in most places, but one or two pieces are missing or out of scale, or the color scheme is applied but not named, or one label names a feature with no reason for this client, or the justification names a need but no principle (or a principle but no need). | The scale is written; the walls, floor, door, window, and closet match the plan; every plan piece is built to scale and placed where the plan has it; the Lesson 4.8 color scheme is named and applied with the accent on the focal point; the GREEN label and the SAFE label each name a feature and give a one-sentence reason for this client; the client card is mounted; the justification names the biggest design choice, the client need it serves, and the principle of design it uses. | Everything in Meets, and the model has a lift-off wall elevation, an ACCESSIBLE label with a measurement, a loft built to scale (tiny house), or a finish detail that a real client would notice (a window treatment that solves the card's cord rule, a rug taped down with a note, a night light on the path). |
| 5. The pitch (CIR 1. f); EDM 2. c), 3. a); CDOS 3a Interpersonal Skills; National FCS 11.6.5, 11.6.4) | The pitch ran under 30 seconds or was cut off at 60 with the client's need never stated, or fewer than half the team spoke, or the client's question was not answered. | The pitch stated most of the five parts (the need, the plan and path, the total and trade-off, the color and mood, the green and safe features) in sixty seconds, but one part was missing or wrong, or one teammate did not speak, or the client's question was answered with "I don't know." | The pitch stated all five parts in sixty seconds, in order, starting with the client and the need. Every teammate spoke. The client's question was answered in one sentence with a fact from the plan, the sheet, or the model. The four feedback slips each name a feature and a client. The self-assessment row has a line of evidence for every criterion. | Everything in Meets, and the self-scores are within one level of the teacher's on every line, or the pitch answered the card's hardest rule before the client asked, or a slip the team wrote for another team named a change that team then made. |

**Total: ______ / 20**

Notes for the student or team (what to keep, what to change next time; a shortened list or a reduced deliverable is noted here):

## How to use this rubric

- Hand the rubric out with the project sheet in Lesson 4.11 so students design against it. Nothing on it should be a surprise.
- The student or team fills the self-assessment row at the end of Lesson 4.15, before the teacher scores. Honest self-assessment is one of the Exceeds conditions on criterion 5.
- Criterion 1 is scored from the Needs and Wants List (Lesson 4.11) and checked against the plan and the model: were the needs actually met?
- Criterion 2 is scored on the revised plan after the Lesson 4.12 Day 2 peer review, not the first draft. The revision note on the back counts.
- Criterion 3 is scored from the Budget Sheet as signed in Lesson 4.13. Recompute the tax line on every sheet; that is where the errors hide.
- Criterion 4 is scored on the clipboard in Lesson 4.14 Day 3 (matches the plan, scheme named, labels give a reason, scale written, justification has a need and a principle) and confirmed at the gallery walk. The isometric drawing alternative and a digital model are scored on the same descriptors.
- Criterion 5 is scored live in Lesson 4.15 with the five-part clipboard checklist. A student who pitched to the teacher alone at the station is scored the same way.
- Every descriptor is written as what the student did. If the work does not match any box, pick the closest and write why on the notes line.
- A team of two gets one score on criteria 1 to 4. On criterion 5, note on the notes line if one teammate did not speak; the grading plan's participation category handles the rest.
- A late project is accepted with a one-level drop on one criterion, never a zero, per the grading plan.
- The rubric goes home with the model after the Unit 4 Test. Students keep the self-assessment in the FACS folder.