Assessment Timeline

Before project work begins

Students work on projects and complete tasks

After project work is completed

Questioning and Discussion

Anecdotal Observations Journals

Data Rubric Presentation Checklist

Presentation Rubric Brochure Checklist

Presentation Rubric

Journals

Conduct a whole-class discussion on safety around the school to determine students’ prior knowledge on the subject and also to ascertain how students use data to form their opinions. Take anecdotal observations while students share their ideas about the Essential Question with a partner to determine areas to address in future instruction. Collect data about individual students’ thoughts about bicycle and pedestrian safety from a journal entry completed during the beginning phase of the unit.

While students plan, carry out their data collection, and interpret their results, have them use the data rubric to self-assess their processes. As students create their presentations, ask them to use the presentation checklist to manage their time and make sure they have met all the requirements. Have students use the presentation rubric to ensure that their work meets the expected quality standards. When students create brochures to inform the community about safety issues, they use the brochure checklist to monitor their work.

When the presentation is in its final form, use the presentation rubric to assess the quality of the project. Finally, ask students to summarize their learning in their journals to determine what important topics need to be dealt with in future units.

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