Standard+8

Home / Standard1 / Standard2 / Standard3 / Standard4 / Standard5 / Standard6 / Standard7 / Standard8 / Standard9 / Standard10

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
 * Standard 8**
 * Teachers know how to test for student progress. **

Evidence 1: (EDT674) Project Based Learning ( Rocket Project )

Rationale 1: Project based learning is a nontraditional method used to teach and assess students. The centerpiece of this method is the development of a driving question. The driving question helps students focus their projects by giving them a question to answer. Compared to traditional assignments, projects are longer in duration, require a creative solution, and involve a multifaceted approach.
 * [[file:Rocket Project Test.pdf]] || [[file:Rocket Calculations Guide.pdf]] || [[file:Phase 1 Rubric.pdf]] ||
 * [[file:PBL Rocket Design.pdf]] || [[file:October Sky Study Questions.pdf]] || [[file:Phase 2 Rubric.pdf]] ||
 * [[file:Phase 4 Rubric.pdf]] || [[file:Phase 3 Rubric.pdf]] || [[file:Aerodynamics Presentation.pdf]] ||
 * ||  || media type="custom" key="11583534" ||

The project that I developed for my 11th and 12th grade physics classes was built around model rocketry. Students were instructed to build a model rocket and experimentally determine the energy lost to drag. Unlike most forces addressed in an introductory physics class, drag is a multifaceted force that is difficult to determine theoretically.

The project had four phases: 1) build and test a commercial model, 2) create a blueprint and performance specification for a unique design, 3) build and test a rocket of their own design, and 4) present their finding and explain any variations between their experimental and projected results.

This semester I used a portion of my Rocket project to teach Newton’s laws of motion and the basic principles of aerodynamics. Students were engaged and motivated during the process. I believe that project based learning is a better way to teach problem solving, critical thinking, and collaboration than other traditional methods.

KSD 8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes. A traditional assignment generally requires students to follow a predetermined procedure. In many science and math assignments this basically means memorizing a step by step process. Project based learning requires the student to do more critical thinking and problem solving. The Rocket Project that I designed for my physics class requires students to use several concepts taught earlier in the course. For this reason I think a final project is a good instrument to evaluate whether students have assimilated major concepts.

8.S.1 The teacher appropriately uses a variety of formal and informal assessment techniques (e,g, observation, Portfolios of student work, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies. Another advantage of project based learning is that it allows teachers to incorporate a variety of assessment techniques. The Rocket Project that I designed required several forms of assessment: creating a rocket, producing a blueprint with performance specifications, giving a presentation, and taking a written exam.

8.D.1 The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. Project based learning is a great way for teachers to address variations in learning styles. In a traditional lesson all the students are forced to conform to the teacher centered approach. Project based learning allows students to adjust many aspects of the lesson to fit their own unique learning style.