Intel® Teach Program
Designing Effective Projects
Small, Smaller, Smallest
Assessment Plan
Assessment Timeline
Before project work begins
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Anecdotal
Observation
Online
Discussion
Rubric
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Online
Quiz
Journals
Students work on project and
complete tasks
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Quickwrite
Journals
Timeline
Project Rubric
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Online/Clicker
Quiz
Timeline
Project Peer
Review
After project work is completed
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Project
Rubric
Discussion
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Final
Reflection
Exam
During the introductory discussions, take anecdotal observations on students’ perceptions of
the ways that scientists study the world. Use the online discussion rubric to determine both
students’ thinking about the process of scientific inquiry and their online discussion skills.
Before reviewing prior understanding of the atom, ask students to take an online quiz and
write in their journals about what they know and feel they need to work more on before
expanding their learning. Design additional activities and instruction, if necessary, to
prepare students for the upcoming content.
While students extend their understanding of the structure of the atom, have them use
quickwrites and journals to reflect on their learning and help clarify areas that need
additional resources or instruction. Providing an online quiz or an in-class clicker quiz can
also give information about how students’ understanding is progressing. Have students use
the Timeline Project Rubric to guide them as they create their projects, and the Timeline
Project Peer Review to give each other feedback.
Use the Timeline Project Rubric to assign a grade to students’ work. Take notes during a
final discussion to determine how students have thought about the Essential Question. At
the end of the unit, after students have taken the unit exam, ask them write a reflection on
their learning, both of science content and other skills, such as collaboration,
communication, and technology literacy.
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