This document should be read in conjunction with the instructions for the final presentation, as available at http://openlib.org/home/krichel/courses/lis653/admin/final_presentation.html. According to the syllabus, this assessment has a weight of 10/21 of the final grade, that's just under 50 percent. The objective assessed in all rubric criteria is Palmer Learning Objective 2.E. purpose and history containing precise dates, names, version numbers, being clear on the purpose being vague on one of them being vague on two of them being vague on three of them The students need to understand the factors surrounding the development of the software to be able to make an informed choice about installing it. development and package update numbers on package installation, developer groups, recent development, and planned features missing only one of them missing two of them missing three of them The students need to assess the dynamics of the uptake of the software before making an choice about installing it. overall architecture sets out a clear picture, showing all key concepts, including chronological, locational, logical missing one of them missing two of them missing three of them This assesses objective 2E, because an understanding of the architecture of the software is critical to its deployment, in particular, in view of the maintenance of dependencies. related packages names at least four related package, is clear on the relationships missing or unclear on relationship with one package missing or unclear on relationship with two packages missing or unclear on relationship with three packages Information management systems typically feature different software packages that are in relationships to each other. Understanding these relationships is critical to the maintenance of digital information systems. step-by-step instruction documentation step by step instructions detail, consistently formated and successful instructions detail and successful but formating is inconsistent installation details missing and have to be supplemented on the day installation unsuccessful The students need to understand the information system itself so that they can explain it to the others. They also also have to install it to show how the installation works. timing of installations as relative to the complexity of it timing exactly to fit into the material some extra time is available time is missing so that other parts have to be cut time is so short that installations remain incomplete The students need to have an understanding the complexity of the task ahead to plan for its execution by others. pedagogical support and error correction answers all question successfully, paced so that all can advance some errors appear but the presenter is able to fix them quickly some stopping time comes from audience members getting stuck lack of competence of presenter causes frequent long pauses Without an swift ability to correct problems of others students will not have understood the information management system as a whole. customization overview of all main avenues of customization with three examples overview of most avenues of customizations with fewer examples incomplete overview of main customization avenues most important avenues of customization are left out The system needs to be configured for a target user group. The extend of the customization depends on software and the target user group. This rubric element assumes that there will be a least three avenues for customization. I expect at this time, that three avenues for customization can be found for any software package that will be presented.