Crack the Code · Stage 4
Week 10 · Final evaluation
Evaluate your finished alarm system against the design brief and the criteria for success, and reflect on what you'd change next time.
Open this deck on the projector and press F for full-screen. N toggles speaker notes. The accompanying teacher guide is at /curriculum/crack-the-code/teacher/lessons/6.
Before this lesson:
- Print or share the final evaluation template (with the Bloom's-taxonomy prompts).
- Set up a showcase area — students walk around and try each other's alarms.
- Have the marking criteria rubric open for marking conferences.
Final evaluation
What you will be able to do
Evaluate your finished alarm system against the design brief and the criteria for success, and reflect on what you'd change next time.
- Print or share the final evaluation template (with the Bloom's-taxonomy prompts).
- Set up a showcase area — students walk around and try each other's alarms.
- Have the marking criteria rubric open for marking conferences.
Today's work
Try it · keep the evidence
Complete the final evaluation in the workbook: what you remember most, what was most/least enjoyable, why it matters to program control technologies, whether and how you'll use programming in future, what you did well and would do differently, what you'd do more / less / differently and why, and the most worthwhile part of Crack the Code for you.
- Have students evaluate how their solution addresses the defined functional requirements and constraints, reflecting on their learning process using Bloom's taxonomy prompts (remembering, understanding, applying, analysing, creating, evaluating).
- Mark the folios against the marking criteria (project management; coding & function; physical electronics; final evaluation) and provide written feedback.
Quick check
Show your reasoning
I can describe how my project meets (or doesn't meet) each of the five criteria for success.
I can identify two things I did well and two things I would change.
I can connect my learning to programming or design situations beyond this unit.
- "Evaluation = saying I did well" — push students to be specific and objective, with evidence.
- "If it didn't work, I failed" — separate the design from the build; a great design with a partial build still meets many criteria.
Before you pack up
Explain what you learned
If you ran this unit again, what would you keep, what would you change, and what would you add?
- Final evaluation completed in the workbook against the Bloom's-taxonomy prompts.
- Marking conference notes signed by student and teacher.
- Showcase peer-feedback stickies attached to the project.
End of lesson 6
Explain it. Apply it.
Next lesson: evaluation & sharing.