Engineering Design Process Performance Assessment Rubric

1 Engineering Design Process Performance Assessment Rubric This Rubric is intended to assess students' understanding, knowledge, and skills related to the Engineering Design Process . The expectation is that it would be tailored to emphasize the essential goals for each individual project. We have avoided including numbers or grades on the Rubric to emphasize its formative nature. Proficient indicates successful achievement of the goals set out in the project assignment. Advanced signifies going demonstrably above and beyond the expressed assignment goals. Developing indicates significant progress toward the learning goal indicated in the domain. It should be emphasized that beginning and developing ratings are to be expected, and for early projects, should should be considered as opportunities for students to develop their skills more fully in future projects.

2 Related document: Engineering Design Process Inputs/Outputs Phase 1: Problem Definition: What is the Advanced Proficient Developing Beginning evidence that the student can identify and define a problem in a way that can be solved in an Engineering Design Process ? Disciplinary Core Idea: Problem identification: I can identify the problem (or Problem is relevant and Problem is relevant and Problem is relevant in Problem's relevance or question or need) clearly, including the client, user, important in context of the important in context of the context of the assignment. importance is unclear and other stakeholders assignment, and considers assignment. Problem is specific enough Problem is too broad or NGSS Practice 1 issues of social, economic, or Problem is specific and can to guide initial investigation narrow in scope to allow for CC Math Practice 1 environmental equity be thoroughly investigated Stakeholders and local adequate investigation ELA Capacity 1, 7 Problem is specific, given available resources context are vaguely identified Stakeholders and local challenging, and can be Stakeholders and local or superficially considered context are not identified or investigated given available context are clearly identified considered resources.

3 Root causes of and considered in problem problem have been identified identification and explored Stakeholders and local context are clearly identified and actively involved in problem identification Criteria prioritization: I can identify and prioritize Constraints are relevant, Constraints are relevant, Constraints are relevant but Constraints are vague constraints and criteria to reflect needs and objective, testable, and expand objective and testable. subjective in nature. and/or not relevant to the preferences of clients, users, and other scope of project. Criteria are relevant and Criteria are relevant and problem. stakeholders. Criteria are relevant and based based on expressed weakly based on stakeholder Criteria are vague and/or NGSS Practice 1 on expressed and anticipated stakeholder preferences.

4 Preferences. not relevant to the CC Math Practice 1, 5 stakeholder preferences. Clearly justifies prioritization Weakly justifies prioritization stakeholder preferences. ELA Capacity 1, 4 Protocols are used effectively of criteria. of criteria. Does not prioritize or does to justify prioritization of criteria. not justify prioritization of criteria. 2017 Knowles Teacher Initiative. All Rights Reserved Phase 2: Design Exploration (Divergent): What is Advanced Proficient Developing Beginning the evidence that the student can identify and thoroughly explore a variety of possible solutions and select an optimal Design concept. Disciplinary Core Idea: Expansion: I can use brainstorming techniques to Describes multiple viable Describes multiple viable Describes multiple viable Describes only a single generate a broad range of possible Design concepts Design concepts based on Design concepts with Design concepts without Design concept based on NGSS Practice 6 initial testing data, reverse scientific or Engineering articulated scientific or partial or missing CC Math Practice 1, 7 Engineering , and/or new justification.

5 Engineering principles or a articulated scientific or ELA Capacity 6 research prompted by one of single solution based on Engineering principles. the above. articulated scientific or Engineering principles. Exploration: I can explore promising solutions Considers multiple metrics that Establishes metrics that align Establishes metrics that are Establishes metrics that thoroughly through research, modeling, mock-ups, align well with each criterion well with the criteria and weakly aligned with the are poorly aligned with the and experimentation to further inform Design and constraint and justifies constraints. criteria and constraints. criteria and constraints. concepts selection of the most valid Documents preliminary Documents preliminary Documents minimal testing NGSS Practice 2, 3 metrics.

6 Testing data and/or research testing data and/or research data and/or research, or is CC Math Practice 2, 4 Documents preliminary testing that is relevant to that is unlikely to differentiate irrelevant to Design ELA Capacity 2, 6 data and/or research that is differentiating Design Design concepts against concepts. relevant to differentiating concepts against highest highest priority criterion. Design concepts against priority criterion. multiple high-priority criteria. Design selection: I can compare a range of Design Deliberately and effectively Deliberately uses initial Uses data unsystematically No data collected to concepts, and select a preliminary Design that best uses initial testing, data and/or testing, data and/or research for preliminary Design support preliminary Design meets the identified constraints and criteria research to objectively support to subjectively support selection.

7 Selection. NGSS Practice 6, 7 preliminary Design selection preliminary Design selection. Selects preliminary Design Evidence for preliminary CC Math Practice 3, 5 Defends preliminary Design Defends preliminary Design based on criteria that are Design choice not logical or ELA capacity 2, 5 choice against other concepts choice against other poorly aligned with criteria or unfounded (choices made in light of criteria and concepts in light of criteria constraints. without rationale, or based constraints (trade-offs) using an and constraints (trade-offs). on favorite concepts). appropriate objective tool ( decision matrix). 2017 Knowles Teacher Initiative. All Rights Reserved Phase 3: Design Optimization (Convergent): Advanced Proficient Developing Beginning What is the evidence that the student can methodically improve an identified Design concept into an effective solution?

8 Disciplinary Core Idea: Design iteration: I can optimize a selected Uses deliberate and effective Uses deliberate iterative Uses unsystematic iterative Makes no iterative preliminary Design using an iterative testing iterative modifications ( modifications ( modifications ( modifications to Process . component testing) to component testing) to component testing) to characterize Performance . NGSS Practice 3, 7 characterize Performance . characterize Performance . characterize Performance . Uses no data from iterative CC Math Practice 3, 7 Justifies detailed final Design Justifies detailed final Design Testing data is not sufficient testing to support detailed ELA Capacity 4, 5 using objective Performance using objective Performance to support detailed final final Design . data from iterative testing.

9 Data from iterative testing. Design . Prototype development: I can demonstrate form Prototype meets all constraints. Prototype meets all Prototype meets most but not Prototype meets few and functionality of the Design by creating a working Prototype functionality exceeds constraints. all constraints. constraints. prototype ( working model, component, expectations of detailed final Prototype functionality aligns Prototype functionality Prototype is insufficient to computer simulation). Design . clearly with detailed final approaches expectations of demonstrate basic NGSS Practice 2, 6 Prototype effectively Design . detailed final Design . functionality of detailed CC Math Practice 6, 8 communicates the form of the Prototype effectively Prototype roughly final Design . ELA Capacity 6 detailed final Design with communicates the form of the communicates the form of the Prototype does not professional level quality.

10 Detailed final Design , and detailed final Design . communicate the basic exhibits form of the detailed final quality/craftsmanship. Design . Phase 4: Design Communication: What is the Advanced Proficient Developing Beginning evidence that the student can clearly communicate the detailed final Design to an external audience? Communication: I can create a Design Design documentation is Design documentation is Design documentation is Design documentation is documentation package that uses multiple appropriately detailed and appropriately detailed and detailed but may not be not appropriate for the representations to clearly explain the detailed final structured for the intended structured for the intended optimized for the designated designated audience. Design . purpose and audience; purpose and audience.