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
Loading resource...

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.

  Print Lesson
4 teachers like this lesson
Similar Lessons
What Is Sound And How Does It Work?
6th Grade Science » Scientific Measuring and Variable Testing
Big Idea: Before students make sound amplifiers for their Smartphone devices, they need to understand how sound works!
East Walpole, MA
Environment: Suburban
David Kujawski
Light and Heat!
3rd Grade Science » Production of Heat
Big Idea: Students will take intellectual risks by answering yes or no questions to guess items in a guess box. Students will then identify the common attributes of each picture and create a presentation with additional photos that contain the same attributes.
Silver Spring, MD
Environment: Suburban
Chaunetta Anderson
Newton's Apples - Day One
4th Grade Science » Roller Coaster Madness
Big Idea: Students will learn about Newton's Laws, G-Forces, and Motion.
Anchorage, AK
Environment: Urban
Jillian Gates
Something went wrong. See details for more info
Nothing to upload