Describe how to configure file permissions. |
Does not describe how to configure file permissions. |
Describes how to configure file permissions; description lacks detail. |
Describes how to configure file permissions. |
Describes how to configure file permissions; description includes file permissions types and ways to change permissions via both file management approaches. |
Describe how to perform basic operating system backup tasks. |
Does not describe how to perform basic operating system backup tasks. |
Describes only one way to perform basic operating system backup tasks. |
Describes how to perform basic operating system backup tasks. |
Describes how to perform basic operating system backup tasks; description includes more than one way to accomplish this task specific to a chosen company. |
Explain how to manage files and directories using operating system tools. |
Does not explain how to manage files and directories using operating system tools. |
Explains how to manage files and directories using operating system tools; description is incorrect. |
Explains how to manage files and directories using operating system tools. |
Explains how to manage files and directories using operating system tools; explanation includes information about command line and Windows. |
Evaluate file management systems. |
Does not evaluates file management systems. |
Evaluates file management systems using incorrect or incomplete information. |
Evaluates file management systems. |
Evaluates file management systems; evaluation compares and contrasts approaches. |
Apply the assessment’s assigned lab concepts and activities. |
Does not apply the assessment’s assigned lab concepts and activities. |
Discusses the assessment’s assigned lab concepts and activities but does not apply them to the activity. |
Applies the assessment’s assigned lab concepts and activities. |
Applies the assessment’s assigned lab concepts and activities; application shows strong understanding of the concepts. |
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities. |
Does not communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities. |
Communicates in an inconsistent scholarly and professional manner for members of professional communities. |
Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities. |
Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities; written communication is free of errors that detract from the overall message. |