Unit+2+-+Evaluate

**Evaluation**
In the evaluation stage, students will take an opportunity to evaluate both their product/prototype and their own performance and participation through the design cycle.

Students are asked to use the design specifications created in the investigation stage to test their product or prototype in order to determine it's success. Students should try to use the testing methods selected in the investigation stage or modify these tests to better suit the product or prototype now that it has been constructed. In order to garner objective feedback, students will need to involve others in the testing stage to insure accurate and unbiased results. Students should also suggest areas in which they feel their product or prototype could have been improved.

Students are also asked to reflect on the the process they went through in the investigation, design, planning, and creation phase of the project. Students area asked to reflect on areas they feel they could have improved upon for the next unit.

Some example questions that students might use to help them in their reflection include:

Possible Evaluation Questions
 * 1) Your Product (Don’t forget to use some of the data you collected in your survey to inform these answers.)
 * What was the strongest aspect of the product? What's worked best?
 * What would you have wanted to continue to work on and why?
 * If your project was continued and improved, what do you predict would be the result
 * Did you experiment with anything in this project? Did you try anything new as a designer?
 * How motivated/interested were you in the project? Was your motivation and interest constant? Explain why or why not.
 * If you had to do the project again, what would you change about the product?
 * What difference did your final product make in the end?
 * What did you learn from this project?
 * 1) Your Performance

For each stage, t __hink about and mention what you did well and what you could have improved upon__ . Below are __some additional and specific things to consider__ while reflecting on each phase.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Investigate
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Did you set realistic and testable design specifications?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Did you look at a wide variety of sources?
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Design
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Did you evaluate each design fairly or were you biased towards one of them from the start?
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Plan
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Did you know how you were going to build your project before you started or did you change a lot of things as you went along?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">What does your answer above tell you about your plan?
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Create
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Did you use your time wisely in class?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Were you able to do everything you wanted to do?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">What problems prevented you from achieving everything you wanted to do?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">Were these problems caused by planning, technical difficulties, or something else?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">How could they have been avoided?


 * <span style="font-family: 'Times New Roman','serif'; font-size: 24px;">Evaluation Phase Guiding Questions Rubric: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Level || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5-6 || * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">The <span style="font-family: 'Cambria','serif'; font-size: 16px;">student evaluates the success of the product/solution in an objective manner based on the **<span style="font-family: 'Cambria','serif'; font-size: 16px;">results of testing **<span style="font-family: 'Cambria','serif'; font-size: 16px;">, and the **<span style="font-family: 'Cambria','serif'; font-size: 16px;">views of the intended ****<span style="font-family: 'Cambria','serif'; font-size: 16px;">users **<span style="font-family: 'Cambria','serif'; font-size: 16px;">.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">The student provides an evaluation of his or her own performance **<span style="font-family: 'Cambria','serif'; font-size: 16px;">at ****<span style="font-family: 'Cambria','serif'; font-size: 16px;">each stage of the design cycle **<span style="font-family: 'Cambria','serif'; font-size: 16px;">and suggests improvements.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">The student provides an appropriate evaluation of the **<span style="font-family: 'Cambria','serif'; font-size: 16px;">impact **<span style="font-family: 'Cambria','serif'; font-size: 16px;">of the product/solution on life, society and/or the environment. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3-4 || * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">The <span style="font-family: 'Cambria','serif'; font-size: 16px;"> student evaluates the product/solution **<span style="font-family: 'Cambria','serif'; font-size: 16px;">and **<span style="font-family: 'Cambria','serif'; font-size: 16px;">his or her own performance and suggests ways in which these could be improved.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">The student **<span style="font-family: 'Cambria','serif'; font-size: 16px;">tests **<span style="font-family: 'Cambria','serif'; font-size: 16px;">the product/solution to evaluate it against the design specification. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1-2 || * <span style="font-family: 'Cambria','serif'; font-size: 16px;">The student evaluates the product/solution **<span style="font-family: 'Cambria','serif'; font-size: 16px;">or **<span style="font-family: 'Cambria','serif'; font-size: 16px;">his or her own performance, with guidance.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px;">The student makes some **<span style="font-family: 'Cambria','serif'; font-size: 16px;">attempt to test **<span style="font-family: 'Cambria','serif'; font-size: 16px;">the product/solution. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || * <span style="font-family: 'Cambria','serif'; font-size: 16px;">The student does not reach a standard described by any of the descriptors. ||