Assessment Timeline

Before project work begins

Students work on projects and complete tasks

After project work is completed

Tap Prior Knowledge Journals

Student Assessment

Journals One-on-One Conferences

Argumentation Rubric

Peer Feedback Form

Argumentation Rubric Journals Student Assessment

The unit begins with the introduction of the Essential Question, Just because we can, should we? It is posed to prompt discussion and engage students’ prior knowledge of genetics. Journals are then introduced and used by the students throughout the unit to record individual thoughts, questions, and responses to discussions and questions. This journal is a valuable assessment tool, collected at the end of the unit to assess each student’s individual learning process and higher-order thinking.

The student assessment is introduced and discussed at the beginning of the project to set clear expectations. This scoring guide is used during project work by the students to guide their progress and by the teacher at the end of the unit to assess final products. One-on-one conferences with the students help both the teacher and students to monitor progress and stay on track. The argumentation rubric is used by students as a self-check to ensure that they are creating strong arguments for their opinions in their proposals and communicating those to the audience. Have the council fill out the rubrics as a form of peer feedback after presentations are given. Peer feedback is given while students are creating and practicing their presentations using the peer feedback form. Students should use feedback to modify and improve their presentations.

< Return to Designer Genes