Teacher guide Testing & evaluating ≈ 55 min

Lesson 6 · Week 10

Final evaluation

Learning intention

Evaluate your finished alarm system against the design brief and the criteria for success, and reflect on what you'd change next time.

Success criteria

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.

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 template · all student projects · ThinkerShield (for back-up demos if a built circuit fails) · marking rubric.

Showcase circuit — students walk around and try every classmate's alarm; leave a sticky note on each with one Plus and one Interesting.
Whole-class share — three students present what their alarm does and why.
Quiet write — students complete the Bloom's-taxonomy final evaluation in their workbook.
Marking conferences — meet with each student for 5 minutes during the showcase to discuss the rubric.

"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.

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.

Provide the Bloom's prompts as sentence stems ("I remember most that _", "Programming matters because _").

Write a one-page user manual for your alarm and a one-paragraph 'next version' brief.

If you ran this unit again, what would you keep, what would you change, and what would you add?

Syllabus outcomes hit by this lesson: TE4-1DP TE4-2DP TE4-DES-02 TE4-PRO-01