Assessment Timeline

Before project work begins

Students work on projects and complete tasks

After project work is completed

Journals

Anecdotal Observations Questioning

Informal Conferences Creativity Checklist

Project Checklist  Presentation Rubric

Presentation Rubric

Journals

Before beginning to study simple machines, use students’ journal entries to determine prior understanding of the topic in order to plan instruction and address individual and group needs. As students manipulate various kinds of simple machines and explore relevant Web sites, take anecdotal notes to assess student understanding of the concepts of force and work.

While students discuss the effects of automation in small groups, take notes to help with the development of questions to deepen students’ thinking. During the large-group discussion, ask probing questions to highlight areas of incomplete knowledge and misunderstanding of basic concepts.

As students work with a small group to create a new invention, conduct frequent, informal group and individual conferences to determine students’ ability to apply their learning about simple machines. After students have created their machines, ask them to self-assess their creativity with the creativity checklist.

As students create multimedia presentations to share their projects, students use the project checklist and the presentation rubric to help them manage their time and to make sure that their presentation meets the expectations for quality. The completed presentation is assessed with the presentation rubric. Finally, journal entries describing what students have learned can help dictate what topics need to be readdressed in later units.


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