Reflection: Transitions School cafeteria redesign (SUMMATIVE ASSESSMENT) - Section 3: Real-world design challenge: The sustainable cafeteria (part 1)


This final is designed to take full days and requires very precise transitions.  To this end, it is imperative to tell students that they will feel rushed and unfinished and that this is part of the process.  If students continue to work on a section because they want it to look perfect, they will miss the next section.  And because this assignment requires working with a partner, it is essential that all students are following time constraints exactly.  My students handled the time well.  I think this had a lot to do with my constant narration of feeling rushed as part of the process.

  Time is of the essence
  Transitions: Time is of the essence
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School cafeteria redesign (SUMMATIVE ASSESSMENT)

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

Objective: This is a performance-based summative assessment lasting for two class periods that includes all major objectives for the unit. It assesses students' proficiency for each of the following: 1) understanding a partner's needs; 2) conducting an empathy interview; 3) developing a ¨how might we?¨ question for a partner's needs; 4) developing rapid prototype solutions; 5) building a rapid prototype of an idea; 6) testing the prototype against user needs; 7) iterating on the prototype design; 8) self-assessing mastery of engineering design thinking skills; and 9) reflecting on the engineering design process.

Big Idea: Students must practice all aspects of the engineering design process in real time for a teacher to assess mastery. How might we assess students' mastery of engineering design thinking through a real-world design?

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Science, rapid prototyping, Design Challenge
  115 minutes
typical school
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