SRM750 - BUILT ENVIRONMENT PROFESSIONAL PRACTICE Student Name ___________________________ Project chosen ______________________________ ASSIGNMENT 1: MARKING RUBRIC SPECIFIC COMMENTS ON CONTENT OF ASSIGNMENT 1: INITIATING THE PROJECT Part 1: Fees, Terms, Conditions Summary of findings in relation to Brief and possible Services, incl. Block Plan/Diagram as Graphic/Calculated Analysis of site and brief; amount of constructed floor/landscape area; zoning, site coverage, setback/height limits or other conditions in relation to Planning Scheme and Budget. Part 2: Ethical Positions Professional/Ethical considerations of the site (from both Designer and Client points of view); Resolution of the Copyright/Moral Rights issues in using/not using previous design Part 3: Fee/Services Proposal/Engagement Letter Letter setting out Fee/Services Agreement as basis of a Contract. Consideration of both the Practical and Ethical aspects. Outline of Services required, how they are to be Staged, Timing of stages/project, Outcomes of each stage, Fees charged, the Basis of Fees, noting of necessary Consultants, Authorities, contingencies, basis of Assumptions about Unknowns at this stage and method for resolving these as the Project proceeds. GENERAL CRITERIA HD D C P N Identifying and meeting assignment objectives All major and minor objectives are clearly identified and appropriately prioritized. All major objectives are identified but one or two minor ones are missing and priorities are mostly clearly established. Most major objectives are identified, but priorities are not clearly established. Most major objectives are not clearly identified, nor are priorities clearly established. Major objectives are not identified (or are misconstrued), and priorities are absent. Identifying and using relevant source information All relevant information is obtained and information sources are clearly valid. Recommendations are very well supported by the information. Most relevant information is obtained and most sources are valid. Recommendations are generally supported by the information. Most relevant information is obtained, but mixed with some irrelevant information, though most sources are valid. Recommendations are partially supported by the information. Relevant information is only partially obtained and/or sources lack validity. Recommendations are generally not supported by information collected. Insufficient information is obtained and/or sources lack validity. Recommendations are absent or not supported by information collected. Identifying and analysing relevant constraints All relevant constraints are identified and they are accurately and thoroughly analysed. All relevant constraints are identified, and they are mostly accurately analysed. Most relevant constraints are identified, but some are not adequately addressed or accurately analysed. Some constraints are identified but they are not all relevant and/or not accurately analysed. Few or no constraints are identified or if some constraints are identified they are either not relevant, not analysed, or analysed incorrectly. Generating conclusions from understanding of relevant factors Recommended conclusion is based on clearly stated criteria, thorough and accurate analysis and clear understanding of all relevant factors. Recommended conclusion is mostly based on stated criteria, accurate analysis and clear understanding of all relevant factors. Recommended conclusion is reasonable; however further analysis of some of the alternatives or relevant factors may have led to different recommendation. Recommended conclusion is generated with little analysis, and other solutions are either ignored or incompletely analysed. Relevant factors are incompletely addressed. Either no conclusion is recommended, or recommended conclusion is provided with no analysis/other solutions ignored or not analysed. Relevant factors misunderstood or largely ignored. Quality of Communication (supporting written and graphic material) Summaries/notes are very well organised, clear and professionally written. Diagrams/graphic analyses are clear, precise and professionally organised. Actions and responsibilities arising from discussions/diagrams/graphic analyses are thoroughly and clearly articulated. Summaries/notes are well organised, mostly clear and professionally written Diagrams/graphic analyses are mostly clear and professional. Actions and responsibilities arising from discussions/diagrams/graphic analyses are generally clearly articulated. Summaries/notes are moderately professional but lacking some clarity. Diagrams/graphic analysis are moderately professional but lacking some clarity. Actions and responsibilities arising from discussions/diagrams/graphic analyses are sometimes articulated. Summaries/notes are mostly unclear or absent, and/or presented in an unprofessional manner. Diagrams/graphic analyses are mostly unclear or disorganised. Actions and responsibilities arising from discussions, diagrams or graphic analyses are rarely articulated. Summaries/notes are very unclear, or absent. Diagrams/graphic analyses are very unclear, poorly organised or absent. Actions and responsibilities arising from discussions/diagrams/graphic analyses are not articulated. Quality of Communication (engagement letter) Letter is well organized, clear and professionally written. The underlying logic is clearly articulated. Words express the intended meaning. Sentences are grammatically correct and free from spelling errors. Letter is generally well organised and clearly written. The underlying logic is mostly clearly articulated, with only occasional areas needing more explanation. Sentences are grammatically correct. Letter is organised and clearly written for the most part, but in some areas the logic or flow of ideas is difficult to follow. Words are moderately well chosen with some exceptions. Sentences are mostly grammatical but with a few spelling errors. Letter lacks overall organisation. Reader has to make some effort to understand the underlying logic. Grammatical and/or spelling errors make it difficult for the reader to interpret the text in places. Letter is incomplete or lacks overall organisation. Reader has to make considerable effort to understand the underlying logic. Grammatical and spelling errors make it difficult for the reader to interpret the text. GRADE .