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3 main aspects of student understanding and ability will be assessed.
3 main aspects of student understanding and ability will be assessed.
How do students apply the Design Thinking process in this project?
How do students use physical and digital tools successfully?
How do students meaningfully demonstrate a connection between their design work and their understanding of the concepts of sustainability?
Design and Making
Design and Making
For aspects 1 and 2, students will be given a one-point rubric at the beginning of their design module that they can follow as a formative guide and use as a reminder to ensure they are following every step of the process. The rubrics are included as part of the learning module and can be found in the relevant sections of the site, as they are specific to certain activities. They all use the following format (adapted from cultofpedagogy.com) :
This type of rubric focuses on process and on qualitative elements of progress, creates clear communication about expectations, and asks students to analyze their own undertakings in a self-assessment process. Teachers can use this tool as a reference during formative discussions with students and offer assessment-for-learning advice about how to proceed.
At the end of the module, the student and teacher can sit down for a reflective conference, discuss student understanding of the process, identify strengths and stretches, and come to an agreement through discourse on where the student is at on the 4 point scale.
Alternatively, the teacher can ask students to hand in their one point rubric, mark it up with their own comments, and assign a mark using the 4-point scale. This is a useful tool for communicating student learning with parents, as it can be showcased on a portfolio in an LMS, sent home on paper, or included as an artifact in a conference discussion.
Design and Sustainability
Design and Sustainability
Students will engage with metacognitive processes and communication skills to complete a written reflection that explains the connection between their design work and the concept of sustainability, as well as their use of the Core Competencies from the BC Curriculum. This reflection activity can be found in the 'student reflection' section and asks students to make connections between their understanding of Sustainable Development and their learning experience.
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