Assessment Strategies and Tools:

Learning Objective: Make a written plan and design drawing to build a prototype.

Assessment Strategy: Before the challenge, each group of students will follow the ‘engineering design process’ and create a plan for constructing their prototype. The plan should include materials, procedures and labeled diagrams of the planned design.

Assessment Tool: Rubric.

	Level 1	Level 2	Level 3	Level 4
Presentation of plan	Information not organized or logically sequenced	Some information is organized and logically sequenced	Most information is organized and logically sequenced	All information is organized and logically Sequenced
Materials	No materials are listed	Some materials are listed	Most materials are clearly listed	All materials are clearly listed
Procedure	There is no procedure	Some of the steps in the procedure are logically sequenced	Most of the steps in the procedure are logically sequenced	All of the steps in the procedure are logically sequenced
Diagrams	Limited accuracy in drawing and labeling recognizable diagrams	Some accuracy in drawing and labeling recognizable diagrams	Good accuracy in drawing and labeling recognizable diagrams	Excellent accuracy in drawing and labeling recognizable diagrams

Learning Objective: Select and use materials to accomplish a given task.

Assessment strategy: Students will select and use materials, which may either be provided by the teacher or brought in by the students.

Assessment Tool: Rating Scale

	1	2	3	4
Selection and use of materials	Limited understanding of choosing and modifying materials appropriate for the purpose	Some understanding of choosing and modifying materials appropriate for the purpose	Good understanding of choosing and modifying materials appropriate for the purpose	Excellent understanding of choosing and creatively modifying materials appropriate for the purpose

Learning Objective: Apply understanding of forces, structures and mechanisms,  simple machines, and motion by constructing a prototype to solve a design problem.

Assessment strategy: Students will carry out their plans to build a prototype and test its functionality.

Assessment Tool: Using a checklist, indicate whether or not the group was able to successfully build and test their prototype.

	1	2	3	4
Design, build and test a prototype	No prototype was designed or built	Prototype was designed but construction was not completed	Prototype was designed, built and tested but did not follow specifications	Prototype was designed, built and tested successfully

Learning Objective: Work collaboratively and effectively in a small group to solve a practical problem

Assessment Strategy: Students will assess their participation in the group challenge.

Assessment Tool: Student Self-Assessment Rating Scale

Name:	Rate 1-5
I was always prepared for my part of the group work.
I completed all of my individual tasks.
I worked with my team members in a constructive way.
I completed my tasks to the best of my ability.
Total

Learning Objective: Communicate to an audience how the prototype was built, how it  functions, and how accuracy in its performance is achieved.

Assessment strategy: Students will make a poster outlining how they were able to successfully build and test their prototype. The students will then present the poster orally to the class.

Assessment Tool: Rubric.

Poster	Level 1	Level 2	Level 3	Level 4
Application of scientific principles	Limited understanding of scientific principles underlying the construction and modifications	Some understanding of scientific principles underlying the construction and modifications	Good understanding of scientific principles underlying the construction and modifications	Thorough understanding of scientific principles underlying the construction and modifications
Clarity of graphics	Limited understanding of using graphics effectively	Some understanding of using graphics effectively	Good understanding of using graphics effectively	Excellent understanding of using graphics effectively
Labels	Limited use of labels or labels are inaccurate	Some use of labels, and labels are mainly accurate	Good use of labels, and most labels are accurate	Excellent use of labels, and all labels are accurate
Overall appearance	Limited use of design and layout for the poster	Some use of design and layout for the poster	Good use of design and layout for the poster	Excellent use of design and layout for the poster
Oral presentation	Level 1	Level 2	Level 3	Level 4
Presentation of poster content	Limited clarity and some inaccurate communication of poster content	Mainly clear and mostly accurate communication of poster content	Clear and accurate communication of poster content	Clear, accurate and effective communication of poster content