Reflection: Student Self-Assessment Unit synthesis: Am I proficient? (4 of 4) - Section 3: Engineering design thinking rubric creation

 

Students may become frustrated with this task because it requires a higher-order analysis of the engineering design process.  This frustration does not necessarily mean that a student lacks understanding; careful prodding of student frustration is crucial to identifying student needs.  Does the student need self-regulation strategies?  Or does the student really not understand aspects of the engineering design process?

  Student Self-Assessment: Rubric creation as check for understanding
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Unit synthesis: Am I proficient? (4 of 4)

Unit 1: "Unit 0": Engineering design thinking
Lesson 11 of 12

Objective: Students will be able to: 1) describe the features of a standards-based grading system; 2) develop a rubric for engineering design thinking by observing college level versions of engineering design thinking skills; 3) self-assess engineering design thinking skills; and 4) develop strategic next steps for improving mastery.

Big Idea: Good designers are mindful of process. How might we use examples of high-level engineering design thinking processes to self-assess our own mastery level?

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Subject(s):
Science, rapid prototyping, engineering design thinking, standards based grading
  55 minutes
 
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