Intel Education: Designing Effective Projects: The Great Bean Race


	Designing Effective Projects: The Great Bean Race Assessment Plan

Assessment Plan

Assessment Timeline

Before project work begins

Students work on projects and
complete tasks

After project work is completed

T-chart
Journals
K-W-L Chart

Gauging Needs Assessment
Group Plan
Project Plan

Plant Log
Project Rubric
Newsletter Checklist

Collaborative Assessment

Reflection
Project Plan

Project Rubric

A T-chart created by the students at the beginning of the unit provides information about students’ understanding of the differences between fact and fiction as well as their prior knowledge of plant growth. The teacher uses a gauging student needs assessment several times throughout the unit to determine students’ prior knowledge. Students keep journals throughout the unit and frequently update a Know-Wonder-Learn chart. Before project work begins, students complete a project plan to help them direct their own learning. Throughout their work on the project, students also use the project rubric to guide them. As students complete their plant logs, the teacher checks the logs to see if students need more instruction in data collection and recording. When student groups work on their newsletters to share their findings, they use the newsletter checklist to help them create newsletters that meet all the expectations. Since this is a group project, students use the collaborative assessment to self-assess their work with others. When the project is completed, students reflect on their learning, and their final product is assessed using the project rubric.

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