# Rubric 05: Upcycle Challenge

**Project:** `Project 05 - Upcycle Challenge.md`
**Unit:** Unit 5, Make It, Mend It, Wear It (Apparel and Textile Production and Design)
**Total:** 20 points (five criteria, 1 to 4 each). Labs and projects category. Criterion 4 also feeds the participation and safety category.

Student: ______________________ Station: ______ Idea path: ______________________ Date scored: __________

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

| Criterion | My score (1 to 4) | One line of evidence |
|---|---|---|
| 1. The plan and the design brief | | |
| 2. Construction quality, including the stitches used | | |
| 3. The item is genuinely useful and finished | | |
| 4. Tool safety and the station routine, all four days | | |
| 5. The display card and the explanation | | |

## Teacher rubric

| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) |
|---|---|---|---|---|
| 1. The plan and the design brief (ATPD 2. d), 4. a); PSI 2. a) a., b., c., d., e., f.; SUS 1. e); CDOS 3a Thinking Skills; National FCS 2.2.3) | The brief is missing, or it does not name a used starting material, or it names no user, or the plan sheet has no measurements, or no mock-up was built, or the plan was never initialed and the student cut anyway. | The brief names a used material and a user but has no size or condition, or the plan sheet has fewer than four measurements, or the cut size and finished size are the same with no seam allowance, or the mock-up was built but nothing was written about what it showed, or the reduced-scope version was left blank. | The brief names the used starting material with its size in inches and its condition, names what it becomes, names a person and what they will use it for, names two of the taught joins (hand stitches or a machine seam), lists three steps in order, names the one thing most likely to go wrong, and states a reduced-scope version. The plan sheet has four or more measurements, a finished size and a cut size with the seam allowance shown, the three marks, a numbered order of work, a mock-up of the tricky part, the one change the mock-up produced, and the teacher's initials. | Everything in Meets, and the student named the fiber from the label and said how it affects the build (a knit that stretches, a woven that frays, felt that needs no edge finish), or the mock-up produced a change the student can explain as a measurement ("the channel was a half inch too narrow for the cord, so I cut it at one and a quarter"), or the plan was drawn to scale on graph paper at 1 square = 1 inch, or the brief includes a two-line comparison of what the item cost to make against what it would cost to buy. |
| 2. Construction quality, including the joins used (ATPD 2. c), 2. a); PSI 3. a) a., c., d.; CDOS 2; National FCS 16.4.5, 16.4.1) | Fewer than two of the taught joins were used, or a seam that carries the load is open or held only by glue, or thread ends are unknotted or cut flush so knots have pulled out, or stitches wander so far off the line that the piece does not hold, or pins were left in the item. | Two taught joins were used but one is in the wrong place for the job (a running stitch alone on a seam that carries weight), or stitch length is uneven enough to leave gaps wider than the head of a pin, or one thread end is unknotted or untrimmed, or a raw edge on a fraying fabric was left with nothing done to it, or the student fixed nothing themselves and every correction came from the teacher. | At least two of the taught joins are used and each is in a place it suits (backstitch or a reverse-locked machine seam where the seam carries load, whipstitch on a raw edge or a closed end, running stitch on a channel or a gather, a button sewn with a shank and enough passes to hold). Every seam is closed with no gap wider than the head of a pin. Every thread end is knotted and trimmed to about a quarter inch. No pins remain. Raw edges are folded, whipstitched, or on a non-fraying fabric by choice. The student found and corrected at least one problem themselves. | Everything in Meets, and a reinforcement was added at a stress point with a reason the student can say (a bar tack at each end of a drawstring channel, a second row of stitching at the corner that carries the weight, a doubled layer where a strap joins), or a third taught join was used where it suits, or the stitch length is even enough to count a consistent number per inch across the main seam, or the student diagnosed a failure, named the cause, and rebuilt that part. |
| 3. The item is genuinely useful and finished (ATPD 2. d); PSI 2. a) g., h.; SUS 2. e); National FCS 16.2.5) | The item does not do the job it was planned for (the bag will not hold what it was made to hold, the closure does not close, the sleeve does not fit the phone), or it is unfinished to the point that it cannot be used, or no user was ever named. | The item works but only partly (the drawstring catches, the flap does not lie flat, the pouch is an inch too small for what it was made for), or it works but was never tested with the real contents, or the named user is "me" with no stated use. | The item does the job it was made for and the student tested it with the actual contents in front of the teacher. It is finished: nothing dangling, nothing that will unravel on the first use, the closure works every time it is tried. A specific person is named along with what they will use it for, and the item actually fits that use. | Everything in Meets, and the item solves a problem the plan did not anticipate (a loop added so it hangs, a second compartment, a size chosen for a specific object the student brings out and demonstrates), or the item is finished to a level a person would not know was handmade in a classroom, or the student names how to care for it using the care vocabulary from Lesson 5.4 and writes it on the display card, or the item was handed to the named user before day 143 and the student reports what they said. |
| 4. Tool safety and the station routine, all four days (ATPD 2. b); HSW 4. c), 4. e); CDOS 3a Personal Qualities; National FCS 16.4.1) | A needle, pin, or pair of shears was left out, on the floor, in a pocket, or in a mouth; or a count did not match because of this student and they did not help find it; or shears were passed or carried unsafely after a reminder; or the station was left with tools and scraps out. | The routine was followed most days but this student needed a reminder on two of the four days (a pin on the table instead of the cushion, shears passed blade first, thread on the floor at dismissal), or they were slow to join the count-in, or their material and pieces were bagged unlabeled. | Every day tools were out, this student put every needle and pin back in the tin, announced and picked up anything dropped, passed shears handle first with the blades closed, kept nothing in a pocket, cleaned the station and the floor around it, and bagged and labeled their material and pieces. They joined every count without being asked. All four days. | Everything in Meets, and the student ran a count correctly as Station Manager (counted out loud, wrote the number, reported to the teacher), or they found a missing needle or pin for the class, or they corrected a station partner's unsafe handling calmly and correctly, or they kept the station's scrap basket and floor clear for other people without being asked. |
| 5. The display card and the explanation (CIR 1. f), CIR 2. c); ATPD 1. c); PSI 2. a) i.; CDOS 3a Interpersonal Skills, Managing Information) | The display card is missing or has fewer than three of the four fields, or the explanation was not given in any format, or the reflection is missing, or the self-assessment row is blank. | The card has all four fields but one is not specific (HARD PART says "everything" or "nothing"), or the explanation ran well short or well over 45 seconds and left out a part, or the student did not point at the item, or fewer than two feedback slips were written, or the self-assessment row has scores with no evidence lines. | The display card has all four fields filled specifically, in marker, with the name on the back. The 45-second explanation covered all four parts (what it was, what it is and for whom, the two stitches and where, the hard part and what they did), pointing at the item, given at least three times in rotation or once one-on-one. At least two feedback slips were written for other people, each naming a specific feature and one specific suggestion. The reflection answers all five prompts. The self-assessment row has a score and a line of evidence on every criterion. | Everything in Meets, and the self-scores are within one level of the teacher's on every criterion, or the explanation answered a listener's question with a fact from the plan sheet, or a slip this student wrote named a change another student then made, or the reflection evaluates the student's own use of the design process by naming a step they did well and a step they skipped, or the card includes a CARE line written in correct care vocabulary. |

**Total: ______ / 20**

Notes for the student (what to keep, what to change next time; a reduced-scope switch, an absence, an accommodation that changed what was made, or a missing mock-up or slip is noted here and does not by itself lower a score):

## How to use this rubric

- Hand this out with the project sheet on day 136, in Lesson 5.15, and read the five criteria out loud in one minute, pointing at the Meets column each time. Students build against it for six days. Nothing on it should be a surprise on day 141.
- Criterion 1 is scored from the design brief (Lesson 5.15) and the initialed plan sheet (Lesson 5.16) together, after the fact. The teacher's initials on the plan are part of the Meets descriptor because the approval conversation is where the plan actually gets good.
- Criterion 2 is scored on the item in hand at the end of Lesson 5.18 Day 2, with the seven-line finishing checklist from Lesson 5.17 as the evidence trail. Turn the item inside out. Pull the main seam gently. Look at the thread ends.
- Criterion 3 is scored by using the item. Ask the student to put the actual contents in it, fasten the closure, and hand it to you. An item that cannot be tested has not met this criterion, whatever it looks like.
- Criterion 4 is scored across all four days the tools are out (Lessons 5.16, 5.17 Day 1, 5.17 Day 2, and the Lesson 5.18 Day 1 finishing window) from the daily clipboard, not from one observation. Keep the station cards with the counts; they are the record. A student who was absent for one of the four days is scored on the days they were present, noted on the notes line.
- Criterion 5 is scored live during Lesson 5.18 Day 2 with a four-box clipboard checklist, plus the card, the slips, the reflection, and the self-assessment row read after class. A one-on-one explanation under the no-presentation option is scored on the same four parts as a rotation explanation, and the notes line says only that it was one-on-one.
- Every descriptor is written as what the student did. If a piece of work does not match any box, pick the closest and write why on the notes line.
- A student who switched to the reduced-scope version is scored on the same five criteria for what they actually made. The switch is noted on the notes line. Scope is not a criterion; execution is.
- Reduced-dexterity tools (self-threading needles, clips instead of pins, glue or hem tape on one of the two joins, felt instead of woven fabric, a pre-marked material) do not lower any score and are not written on the rubric.
- The self-assessment row is filled by the student before the teacher scores, at the end of Lesson 5.18 Day 2. Honest self-assessment within one level of the teacher's score is one of the Exceeds conditions on criterion 5, which is on purpose.
- A late project is accepted with a one-level drop on one criterion, never a zero, per `03 Course Design/03 Grading Plan.md`.
- The rubric goes home with the item on day 143, after the Unit 5 Test. The self-assessment stays in the FACS folder in the room.