Student A received a score of 4/4 for their submission on this assignment. As previously stated, Student A has had previous experience with OnShape through extracurricular clubs. They were able to implement previous knowledge to complete this assignment with relative ease.

Student B received a score of 0/4 for their submission on this lesson. Student B's first encounter with CAD software such as OnShape was in this class. They had no previous knowledge to fall back on and use on this activity. The frustration at the activity and technological issues may be reasons for which the student submitted a blank document.

Student A received a score of 4/4 for their submission on this assignment. Student A is consistently mastering the skills on OnShape and is able to complete the exercise appropriately. Although they had previous experience, they did not choose the independent work option when working on this exercise. Instead they choose the moderate assistance option. This shows that Student A is open to learning and checking their work to ensure they fully grasp the material.

Student B received a score of 3/4 for their submission on this assignment. Comments left on Student B's submission were, "We noticed that your area was a bit off and the dimensions of your sketch were also off from what they should have been. Take a second at that and resubmit please." Student B improved from the previous week, were the submission was completely blank. This week, notes were included and a screenshot of the exercise. However, there were still some issues with the dimensions and area that we were looking for. Still, Student B showed improvement with completing the assignment. It could have to do with increased confidence and knowledge on OnShape or the ability to choose the resources they needed in order to complete the task.

Student A received a score of 4/4 for their submission on this assignment. Student A showed mastery in example #1 and continued to show mastery throughout the rest of the examples. They consistently held themselves to high standards and worked to achieve them every week with us.

Student B received a score of 4/4 for their submission on this assignment. Student B has showed increasingly skills and mastery with their OnShape skills. They have gained confidence in their skills and were able to continue to work for mastery. They begun to hold themselves to high standards set in the classroom, and used that to achieve mastery.

In this formative assessment, students were tasked with identifying errors in pre-dimensioned multi-view sketches. This was done at the end of a lesson, where students had themselves worked on dimensioning multi-view sketches. Students wrote in their engineering notebooks the errors they identified, and turned in pictures of their notebooks. They were to use what they had learned, to identify what was wrong with the dimensioned sketches. This reversal of the skill, from doing the dimensioning to assessing dimensioning, allowed them to consider what was need versus what was not needed. Were the correct annotations used? The right lines? Were the numbers in the right locations? This tasked helped them identify any gaps in their own knowledge about dimensioning and made them refer to the dimensioning flowchart to identify the correct errors, helping them reconsider their learning and tackle any misconceptions that may have formed when doing the exercises.

In this formative assessment, students were tasked with identifying resources that they wanted/needed to be able to complete a task. They were given the option of 3 breakout rooms they could work in, one was independent work, one was being taught live by a student-teacher, and the last was working while a student-teacher was present to answer any questions. These options were given because student-teachers noticed the differences in skills in the students and the sense that some needed more one on one while others wanted to work independently. This was assessed through the use of the Google Form to the right. Students had to look at their knowledge, their comfort level, and use how they felt about the exercises they had previously done to determine the best room for them. Because they were reminded by their teacher to refer to how they felt that week to determine what room they should choose, students took an introspective look at their struggles in the past week with the program OnShape, and most were able to identify a room that they felt they would work best in.