Sample 3

• production skills
• diagnostic skills
• group work
• problem-solving skills

Planning for Assessment and Evaluation

• The teacher introduced the topic of bicycle design by presenting a variety of bicycle styles (e.g., mountain bikes, children´s bikes, racing bikes, BMX bikes). The class examined the bicycles to see how form relates to function and learned how bicycle designs have been adapted to meet different needs or uses.

• The teacher then presented the following scenario: An elderly person uses a bicycle as a form of transportation between her home and the local grocery store. Between the two locations is a hill that is difficult for her to negotiate.

• Students then worked in teams to develop design solutions for a safe, cost-effective, efficient, and environmentally friendly power-assist device for the bicycle. They conducted research to collect information about available power-assist devices and possible methods of transferring power to the wheels of the bicycle. Students used various sources for their research (e.g., local bicycle shops, electric-motor suppliers, library books, the Internet).

• The teacher instructed students on the principles of energy transmission and conversion and on the relationship between motor speed and torque, focussing on industrial motors that are suitable for high-torque applications. They were given opportunities to model systems using a variety of motors.

• The teams then used the information they had gathered to develop sketches explaining their ideas. They created formal working drawings, using manual drafting or CADD, showing the integration of the power-assist devices with bicycles. They also compiled materials and components lists.

• Students fabricated components needed to attach the power-assist devices to bicycles, and then tested them for effectiveness. They were encouraged to modify their designs as necessary in order to achieve optimal results.

• As an extension activity, some groups developed marketing plans for their devices.

Defining the Criteria

To what extent is the student able to:

• select appropriate tools for the task
• set up tools correctly for the operation required
• use correct jigs, fixtures, or accessories
• use appropriate safety equipment and procedures
• sequence operations correctly

Diagnostic Skills

To what extent does the student:

• approach problems systematically
• identify interrelationships between various parts
• identify the effect of a failed component on the system
• explore alternative solutions
• use appropriate tools and testing equipment

Group Work

To what extent does the student:

• participate willingly and constructively in the group
• initiate, develop, and sustain interactions in the group
• contribute ideas and build on the ideas of others

Problem Solving

To what extent does the student:

• engage in design and production problems
• use background knowledge appropriately
• use effective problem-solving processes
• represent solutions to problems

Assessing and Evaluating Student Performance

The teacher observed individual students as they worked and used a performance scale to record production skills.

Diagnostic Skills

The teacher observed students´ diagnostic skills and used an observation checklist to record performance.

Group Work

The teacher used two sections ("Social" and "Ideas") of the reference set Evaluating Oral Communication Across Curriculum  as the basis for a rating scale to assess individual students´ contributions to their groups. (See Sample 1, page D-12.) The teacher collected information about student performance by observing them as they worked.

Problem Solving

At the end of the production process, students were asked to self-evaluate their problem-solving skills using the "Student Self-Evaluation Checklist" from the reference set Evaluating Problem Solving Across Curriculum.

Production Skills

Criteria	Rating
	3	2	1	0
selects appro- priate tools for the task	Consistently selects appropriate tools for the task.	Recognizes the need to select the correct tools, but may need direction occasionally.	Frequently needs direction in the selection of tools.	Does not seek direction and often selects inappropriate tools.
sets up tools correctly for the operation required	Consistently sets up tools for optimum performance and safety.	May occasionally need direction in setting up tools.	Generally needs to be shown how to set up tools for particular tasks.	Does not set up own tools.
uses correct jigs, fixtures, or accessories	Consistently uses correct jigs and fixtures, or independ- ently designs own.	Uses correct jigs and fixtures, but needs assistance to design new ones.	Needs help in selecting jigs and fixtures.	Does not under- stand the use of jigs and fixtures.
uses appropriate safety equipment and procedures	Consistently attends to safety issues and encourages other students to do so as well.	Consistently uses safety equipment and procedures.	Understands the need for safety equipment and procedures, but occasionally needs reminders.	Does not use safety equipment and procedures without constant monitoring and reminding.
sequences operations correctly	Plans and follows correct sequencing procedures.	Follows teacher suggestions for sequencing work.	Occasionally has problems following teacher suggestions for sequencing.	Does not follow suggested sequence of machine opera- tions.

Diagnostic Skills

Criteria	Rating
	Always	Sometimes	Not Observed
identifies relationships between various parts
identifies the effect of a failed component on the system
explores alternative solutions
uses appropriate tools and testing equipment

Previous Page Next Page