The following criteria were used with a grade 11 class at Brooklyn Technical High School in New York. To explore important concepts in applied physics, students worked in teams to design and construct motorized devices that produce at least two simultaneous motions in different directions to accomplish an action. When the projects were finished, students were required to demonstrate and explain how their devices work and why they made certain design decisions, using their understanding of physics concepts. Students were also required to give their devices a test run to demonstrate how well their devices worked and to explain what needed to be modified to make them work better.
Sample student performances are available on a videotape to practice scoring.
| Thinking Skills | Communication/ Presentation Skills | Work Management/ Interpersonal Skills |
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Understands relationships between variables and topics covered. Locates pertinent information to solve problems. Makes observations about the work. Explains known principles/concepts/theories and how the fit into work:
Identifies the problem. Justifies decisions made (thinking process evident). Makes analysis/inferences/predictions based on the work. Responds appropriately to unanticipated problems. Asks informed questions about the work/curiosity. Uses resources creatively. Has innovative ideas.
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Uses visual aids to make explanations clear. Explains calculations and reviews components of final product. Uses clear and concise language. Organizes materials systematically. Uses conventions that make student's train of thought evident.
Work is legible and neat; shows pride in work. Pays attention to detail. Grammar and spelling. Body language and poise - addresses audience/eye contact. Is confident with/has ownership of material. Has rehearsed and/or smooth delivery. Craftsmanship - Puts components of product together well. Uses appropriate medium of materials to convey ideas. Pays attention to details. |
Group members show interest in project/evidence that all members played a part in work. Labor is divided equally, or an obvious attempt to do so is made. Completes work and meet requirements of task. Shows evidence of hard work in quality of final product or in explanations about work. Adds aspects that go beyond what is required in original assignment. Plans work, reports on activities. Includes individual of group opinion about process (steps involved in completing work). Personal Voice: Explains the origins of her/his ideas - indicates originality and ownership of work. Reflects on interpersonal relations within the group (when working in groups). Reflects on own limitations and strengths as learners. Points out significance of work for own learning. Puts work in a larger context or relates work to real life. |