Reflection: Student Portfolios Build a Flashlight - Section 3: Closing

 

I collect all student work from the electricity unit and gather it into a portfolio / journal which shows the student's learning and work throughout the unit. To assess their overall mastery of the topic, I use a science rubric. I use this rubric in two ways; first to provide students with a opportunity to self-assess and second as a way for me to gather data on student achievement. 

To allow students to self assess their progress, I provide each student with a copy of the rubric and the collection of their work. I ask students to score themselves in each area using a yellow pen or highlighter. I guide this process by conducting this self-assessment with the whole class. I read the descriptors for each score, one category at a time. I provide time for students to score themselves after reviewing each category.

After each student has completed their self-assessment, I collect them and use their rubric as a part of my assessment. I score their collection of work using a blue highlighter. When the student and I are in agreement, the square is marked in green. Where there is disagreement, this is shown as one blue square and one yellow square. Where there is a large discrepancy between my score and the student's score, I conduct a one-on-one conference with the student. This allows me to discuss areas of potential growth with the student and to explain my rationale.

A sample of a completed rubric can be found here.

  Student Portfolios: Assessing Student Work
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Build a Flashlight

Unit 2: Electricity
Lesson 11 of 11

Objective: SWBAT use their knowledge of circuits to design and construct a working flashlight.

Big Idea: The engineering design process enables us to meet human needs. A flashlight contains a working circuit and switch.

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