Materials World Modules

An Inquiry & Design-Based Science, Technology, Engineering, and Mathematics (STEM) Education Program

Student Assessment

The Teacher's Edition of each module provides worksheets to help students stay on task as they progress through the activities of each module. After they have completed the activities and design project, students are expected to write a research report and prepare a presentation of their final projects. MWM users will also be able to download a set of student assessment questions based on each individual module after a module purchase.

What are some ways to assess what students learn in the modules?

The sample assessment measures presented here reflect both the learning goals of MWM and of teachers. These assessments also serve as a means for the teacher to communicate expectations and values to the students. Because Materials World Modules promote learning by inquiry and design, you may find it helpful to look at all of these examples.

Project assessment samples:

  • Composites Module Rubric I for the fishing pole design project in a regular level chemistry class.
  • Composites Module Rubric II for various activities, including the design project, in an accelerated chemistry class.
  • Concrete Module Student-Designed Rubric for the student-directed (open-ended) design project in a regular level chemistry class.

Composites Module Rubric I

Composites Module Rubric I

How did a chemistry high school teacher assess student performance during the Composites design project?

The accompanying table gives an overview of events in Laura's class. Laura used two measures in her class to assess student performance on the design project. 

The first was a stamp sheet, which served as a means to ensure time on task during class. Each group had one stamp sheet, and the group was responsible for storing the stamp sheet and making sure that they collect their stamps from Laura by the end of the class period. The stamp sheet was worth a total of twenty points, with five points available each of the four days students worked on their designs.

The main assessment measure for the design project was a grading rubric that was worth one hundred points, about the equivalent of one test grade. The module served as a culminating activity for a six-week unit and lasted about a week, which justified the value of the grade.

Laura describes for her students the rubric she will use to evaluate their performance on the Composites Module fishing pole design project. The rubric, which is worth 100 points, is the primary assessment measure, although Laura also uses a stamp sheet to track student work over the course of the project.

 

One thing to notice about this rubric is that students are not graded at all based on how well their design performed.

Composites Module Rubric II

Composites Module Rubric II 

How did a chemistry high school teacher assess student performance during various activities of the Composites Module?

High School Chemistry teacher, Renee, used a 25 point rubric to assess her students' performance during the Composites Module. In addition, she offered five extra credit points to the one group out of all four of her classes that produced the best design and two extra credit points to each student in the class that produced the best design. la

Concrete Module Student-Designed Rubric

Concrete Module Student-Designed Rubric

How did a high school chemistry teacher assess student performance during the design project of the Concrete Module?

David used the Concrete Module with his regular level sophomore chemistry class. The module was used in the middle of the fall semester. The class met during first period and lasted 55 minutes. David had students work in pairs, and he changed pairing with each activity.

The rubric that David used to assess student performance during the Concrete Module's open design project was actually genarated by the students in his class. Prior to building their designs, David asked his class to brainstorm a list of categories on which they should be assessed. The final assessment categories are shown here. These represent David's refinement of several categories that the students generated during a 15-minute session following the start of the design project.

Additional Design Project Rubrics

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Generic Product Design Rubrics

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Generic Process Design Rubrics

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