DISTRICT DETERMINED MEASURES
Definition: DDMs are defined as “measures of student learning, growth, and achievement related to the
Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other
relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include,
but shall not be limited to: portfolios, approved commercial assessments and district-developed pre and post unit
and course assessments, and capstone projects.” (603 CMR 35.02).
Source: http://www.doe.mass.edu/edeval/resources/QRG-Measures.pdf
Team Member Identification:
List team members here
Content to be assessed:
The engineering design process.
Aligned to Massachusetts Science and Technology/Engineering Curriculum Framework, 2006.
Technology/Engineering, Grades 6–8, TE.2.1. Identify and explain the steps of the engineering
design process, i.e., identify the need or problem, research the problem, develop possible
solutions, select the best possible solution(s), construct a prototype, test and evaluate,
communicate the solution(s), and redesign.
Instrument:
See following page(s)
Answer Key:
See following page(s)
Administration Protocols:
Who:
The assessment is administered by the classroom teacher. The students will be directed to
access the assessment on the school’s Aspen Student Information System. During the
administration the teacher will not assist the students other than to redirect them to re-read the
question and assist/accommodate a student as specified in a 504 and/or IEP.
When:
The EDP pre-test is administered, online, on the third day of class. (Day 1 is an introductory
activity, on day 2 the students set up their online accounts/access)
The EDP post-test is administered __________ (before evaluation cycle ends)
Scoring Protocol:
Who:
This EDP is scored by computer.
How:
Scoring info is entered along with questions.
Analysis: The results of the pre-test and post-test can be exported to a spreadsheet. The data
can then be analyzed by the teachers during data analysis time (to be determined by
administration). Individual student growth is derived from comparing the post-test scores to
the pre-test scores.
Engineering Design Process Survey
Name _________________________________________ Date ________________________
Teacher________________________________________
Q1.
When following the engineering design process, the different steps occur in which order?
a. clockwise
b. counter-clockwise
c. in any order
d. both clockwise and counter-clockwise
e. I don’t know the answer.
adapted from teachengineering.org engineering design quiz
Q2.
Rob and his team have been chosen to build a wind turbine at a local mountain. The turbine
needs to generate electrical energy and withstand the harsh winter environment of the
mountain. Rob and his team have done their research on the problem. What would be the
next step?
a. create a prototype of the wind turbine
b. develop possible solution(s) for the turbine
c. test the wind turbine on the mountain
d. redesign a new solution for this turbine
e. I don’t know the answer.
Q3.
The Engineering Design Process is ______ to solve a problem.
a. an iterative process
b. a process that creates one prototype
c. a quick process
d. a process with a beginning and an end
e. I don’t know the answer.
2
Q4.
Below are the eight steps of the engineering design process, and they are not in the correct
order. Please fill in the blank boxes with the letter of each of the steps to show the correct
order.
a)
b)
c)
d)
e)
f)
g)
h)
Test and evaluate the solution
Develop possible solution(s)
Identify the need or problem
Research the need or problem
Construct a prototype
Redesign
Communicate the solution
Select the best possible solution(s)
If you do not know what to put in the box for a step, leave it blank.
Step 1
Step 2
Step 8
Step 7
Step 3
Step 6
Step 4
Step 5
(Figure from Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 84.)
3
Q5.
John needs to create a boat out of a 20 gram ball of clay. His boat must float and hold 10
marbles. He will use the EDP to do this.
Match a step in the EDP (a-h) to John’s activity listed below.
a)
b)
c)
d)
e)
f)
g)
h)
Test and evaluate the solution
Develop possible solution(s)
Identify the need or problem
Research the need or problem
Construct a prototype
Redesign
Communicate the solution
Select the best possible solution(s)
If you do not know
what EDP step to
put next to John’s
activity, leave it
blank.
_______
John should report and discuss his findings about the clay boat
_______
John should make changes to his design based on the results of testing and
feedback.
_______
John should find out how boats are made, characteristics of boats and clay, and
what makes something buoyant.
_______
John should create multiple plans for his boat.
_______
John should work with the clay to form it into a shape that will hold 10 marbles
and maintain buoyancy.
_______
John should decide, based on his research, what boat design will hold all 10
marbles and float.
_______
Using a 20g ball of clay, John must make a boat that will float and hold 10 marbles.
_______
John should try to float the boat with 10 marbles in it and note how well it works
and any issues that come up.
4
Q6.
Students have a box of ice pops to take to their ball game to sell on a hot day. The students
know they need a device to keep the ice pops from melting for 3 hours. They have a $15
budget. Which step of the engineering design process does this show?
a.
b.
c.
d.
e.
identify a problem
test and evaluate
redesign
develop possible solutions
I don’t know the answer.
2-6 adapted from Research Experience for Teachers @ Worcester Polytechnic Institute, Summer 2014
Q7.
Which of the following is part of the testing and evaluation stage of designing a cell phone?
a. writing an advertisement for the cell phone
b. defining the specifications for the cell phone
c. finding a new material for the cell phone case
d. trying to see if cell phone is waterproof
e. I don’t know the answer.
adapted from http://www.doe.mass.edu/mcas/2011/release/ghstecheng.pdf
Q8.
The students in a class would like to make 20 paper sailboats for a race. The students will
select one design and collect the materials they need to construct the boats. Which of the
following is the best way for the students to be sure the paper sailboats will float without
tipping over in the water?
a. calculate the total mass of all of the finished boats
b. construct a prototype of a boat and conduct testing
c. determine the total amount of weight each boat can carry
d. test the strength of each material used to construct the boats
e. I don’t know the answer
Adapted from Massachusetts Comprehensive Assessment System , Spring Release 2014
5
Q9
In the design process, a trade-off occurs when a problem is solved but a feature is sacrificed.
Which of the following is an example of a trade-off?
a. A car’s gas mileage is increased and the engine has less power.
b. An airplane uses a more efficient engine and has higher performance.
c. A sports drink’s taste is improved and has the same nutritional content.
d. A computer company upgrades the hardware and the price remains unchanged.
e. I don’t know the answer
Adapted from Massachusetts Comprehensive Assessment System, Spring Release 2010
Q10
Before a team of engineers begins to develop solutions to a problem, they first must:
a. Test a solution
b. Evaluate a model
c. Identify the problem
d. Communicate the solution
e. I don’t know the answer
Q11
1. A company is making prototypes for a new computer system. Which of the following
statements best describes an advantage of making several different prototypes?
a. They can be tested at the same time.
b. They can be produced in large numbers.
c. They will be bought by many different users.
d. They will be sold for more than they cost to build.
e. I don’t know the answer
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Answer Key - Engineering Design Process Survey
1
C
2
B
3
B
4
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Step 8
5
G
F
D
B
E
H
C
A
6
A
7
D
8
B
9
A
10
C
11
A
C
D
B
H
E
A
G
F
7