Student's response has a clear purpose and is about an especially relevant ethics topic.

Student's response has a mostly clear purpose and is about a relevant ethics topic.

Student's response has a fairly clear purpose and is about a fairly relevant ethics topic.

Student's response does not have a clearly defined purpose and does not fully address an ethics topic.

Student's response was not completed, does not have a purpose and/or does not reflect an ethics topic.

Content is accurate and highly engaging. The student integrates and documents research to  examine an issue related to ethics of digital art and design in an especially effective manner. 

Content is accurate and is very effective at integrating and documenting research to examine an issue related to ethics of digital art and design.

Content is accurate and somewhat effective at examining an issue related to ethics of digital art and design. Documenting research not fully developed.

The content does not fully examine an issue related to ethics of digital art and design and is not effective.

The content is often inaccurate or incomplete. It does not examine an issue related to ethics of digital art and design or was not completed at all.

Student considers the audience for the assignment and makes accurate and reliable statements. The digital object and analysis raises compelling ethical issues to engage readers.

Student mostly considers the audience for the assignment and makes accurate and reliable statements. The digital object and analysis raises good ethical issues to engage readers.

Student does not fully consider the audience for the assignment and makes fairly accurate and reliable statements. The digital object and analysis raises some ethical issues.

Student only somewhat considers the audience for the assignment and is inaccurate or unreliable in presenting ethical issues.

Student does not consider the audience for the assignment and does not make accurate or reliable statements. The digital object and analysis does not raise ethical issues to engage readers.

Student's digital object and written analysis shows that they care deeply about the ethics topic and provides an original point of view. The student's unique voice is informed by research and comes through clearly.

Student's digital object and written analysis shows that they care about the ethics topic and provides a mostly unique point of view. The student's voice is informed by research and comes through in a mostly clear way.

Student's digital object and written analysis communicates the ethics topic and provides a fairly unique point of view. The student's voice is somewhat clear.

Student's digital object and written analysis is not effective in communicating the ethics topic or providing a point of view. The student's voice is not clear.

Student's digital object and written analysis does not communicate an ethics topic through research nor does it present a unique voice.

Student's writing is highly original, engaging, and appropriate for the audience. Ideas are well-organized and insightful. Highly effective use of grammar, spelling, punctuation, capitalization, and sentence structure.

Student's writing is original and engaging. Ideas are mostly well-organized and insightful. Mostly effective use of grammar, spelling, punctuation, capitalization, and sentence structure.

Student's writing is fairly original. Ideas are organized and insightful. Fairly effective use of grammar, spelling, punctuation, capitalization, and sentence structure but may include some errors as well.

Student's writing is not original. Ideas are not organized or insightful. Several errors in grammar, spelling, punctuation, capitalization, and sentence structure.

Student's writing is incomplete or does not effectively communicate ideas. Multiple errors in grammar, spelling, punctuation, capitalization, or sentence structure.

Student's response includes high quality digital object, and links to relevant sources that add meaning and interest in the content. Digital object is presented in a highly effective way based on theory and practice.

Student's response includes very good quality digital object, and links to relevant sources that add meaning and interest in the content. Digital object is presented in a very effective way based on theory and practice.

Student's response includes digital object, and links to good sources that add some meaning and interest in the content. Digital object is presented in an effective way based on theory and practice.

Student's response does not include relevant digital object, or link to sources that add meaning and interest in the content. Digital object is not presented in an effective way based on theory and practice.

Student's response does not include digital object, nor does it link to sources that add meaning or interest in the content. Digital object is not included at all or not presented in an effective way.

Student provides excellent feedback to the digital object and analysis produced by at least two classmates. Engages with peers in a thoughtful, constructive, and respectful way.

Student provides very good feedback to the digital object and analysis produced by at least two classmates. Engages with peers in a mostly thoughtful, constructive, and respectful way.

Student provides good feedback to the digital object and analysis produced by classmates. Engages with peers in a fairly thoughtful, constructive, and respectful way.

Student provides only brief feedback to the digital object and analysis produced by classmates. Does not fully engage with peers in a thoughtful, constructive, and respectful way.

Student does not provide feedback to the digital object and analysis produced by classmates.