Student Individual Performance Rubric Used with permission from Dr. R. Custer email on 22 June, 2018: rodney.custer@bhsu.edu Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Problem & Design Clarification Expert Proficient Competent Beginner Novice Examine context & define problem Poses pertinent questions for clarification. Identifies and prioritizes (within the larger problem). Explores context. Poses questions. Identifies sub-problems but does not prioritize. Ignores context. Asks some pertinent questions. Identifies key content. Defines problem adequately. Ignores context. Expresses limited knowledge of context or problem; problem is defined but needs clarification. Asks questions but not pertinent and too few. Ignores context. Exhibits some indifference or frustration. Tends to hone in on wrong problem, isolated subset, or easiest part to solve. Begins to solve without clarification or questions. Doesn’t see context. Exhibits considerable indifference or frustration. Develop, clarify, & negotiate constraints and criteria Explains key constraints in detail. Tries to negotiate or circumvent constraints. Clarifies criteria prior to solving problem or posing solutions. Clarifies constraints in detail; expresses their relationship to the problem solution. Engages in limited negotiation of the constraints. Clarifies constraints and accepts them as presented and understood. Recognizes constraints but seeks minimal clarification. Accepts constraints as is. Clarifies constraints late in design process as failures occur. Does not identify constraints or criteria; does not grasp the significance of constraints. Sees constraints as insignificant.
Problem & Design Clarification (Continued) Expert Proficient Competent Beginner Novice Conduct research/ gather pertinent information Consults several key sources. Evaluates information; relates information back to problem and constraints. Uses refined search strategies. Researches sub-problems Consults several key sources. Uses observational techniques. Cites references. Ignores sub-problems. Uses search guides and locates at least 2 sources. Consults sources with some direction and/or organization. Conducts very limited research. Search restricted to find and readily available resources. Does not conduct research nor consult sources. Starts solving problem without information. Develop a Design Expert Proficient Competent Beginner Novice Generate and visualize possible solutions Generates creative and efficient solutions. All solutions meet constraints and address the original problem. Able to generate a number of different solutions. Is innovative Generates feasible solutions, but many are similar. Meets constraints. Uses resources efficiently. Proposes creative solutions. Thinks “inside of the box”. Generates solutions that meet most of constraints. Establishes resources needed to implement solution. Generates several possible solutions within constraints. Thinks “inside the box.” Identifies solutions that meet some of the constraints. Some solutions are adequate to solve the problem. Solutions may/may not be feasible. Identifies single solution that meets constraints. Cannot identify solutions or solutions are inappropriate to framed problem. Does not appear to have an idea of where to begin. Solutions are disconnected from, or totally ignore, constraints.
Develop a Design (Continued) Expert Proficient Competent Beginner Novice Select a design solution Provides detailed reasons for selecting solution. Provides backup or alternate solution in case the first solution fails. Attempts to be innovative and wants best possible solution. Self-assured. Selects solution on basis of efficiency and effectiveness. Checks against constraints. Provides basic rationale for selection. Tends not to have an alternative solution in case the initial choice does not work. Selects a reasonable solution based on criteria. Solution meets constraints. Selects solution with limited attention to criteria. Can select solution. Solution may or may not be feasible. Is tentative and insecure in the selection process. Selects solution according to personal preferences. Unable to decide solution. Solution may be unrealistic or impractical. Uses few if any criteria to evaluate solutions. Solution represents an easy way out. Plan & communicate design Develops detailed design plan, drawings, and sketches. Devotes careful attention to constraints. Continuously revisits and refines the solution. Knows when to stop the refinement process. Creates a plan with supporting technical drawings. Maintains journal or log of daily activities. Meets constraints. Creates an organized plan with sufficient detail. Identifies basic tools, resources. Visualizes using technical drawings. Ignores some constraints. Explains design plan, citing procedures, resources, and other requirements. Visualizes using technical sketches without regard for scale. Ignores key constraints. Explains design in general terms and with little detail. Sketches are rough and without sufficient detail. May attempt to move forward without drawings. Ignores constraints.
Model/Prototype Expert Proficient Competent Beginner Novice Select and use resources Uses appropriate resources (i.e. tools, materials, and information) for developing and producing the solution. Accesses a variety of information sources (websites, manuals, technicians, electronic catalogs, etc.). Selects and adeptly uses resources. Accesses and uses appropriate resources to solve the problem. Exhibits refined knowledge of tools, materials, and technological processes. Uses resources confidently. Selects and uses appropriate resources related to most aspects of the problem. Displays some difficulty in accessing information. Selects appropriate tools for developing and producing the solution. Search for resources is limited to few sources. Selects a limited range of resources. Some difficulty in choosing appropriate technological resources. Needs guidance in safe use of resources. Limited ability to select and use basic resources. Selection of tools, materials, processes, and information may be inappropriate. Selected resources may not be feasible due to lack of availability, need for expertise, or cost. Develop a plan for producing a model/ prototype Develops a well detailed plan with references to design constraints and criteria. Includes testing and modification steps. Incorporates quality control measures. Develops a detailed and systematic plan. Communicates information and processes needed to produce the model or prototype. Incorporates testing as a procedural step. Develops a plan with logical and sufficient steps to develop and produce a solution. Plan needs quality control checkpoints. Develops a plan with some gaps and insufficient steps to solve the problem. Connection with design criteria and constraints is marginal. Develops a plan that lacks coherence and departs from design constraints and criteria. Plan contains gaps and does not flow logically. Procedures lack necessary detail.
Model/Prototype (Continued) Expert Proficient Competent Beginner Novice Produce model/ prototype Is adept with tools and resources, making continual adjustments to "tweak" the model/prototype. Demonstrates persistence with minor problems. Enjoys the challenge of refinements. Uses tools and resources without guidance. Refines model to enhance appearance and capabilities. Uses tools and resources with little or no guidance. May redo model/prototype parts to improve quality. Uses tools and resources with some guidance. May have difficulty selecting appropriate resources. Refines work, but may prefer to leave model as first produced. Needs guidance in order to use resources safely and appropriately. Crudely constructs model/prototype, with little or no refinement. Evaluate the Design Solution Expert Proficient Competent Beginner Novice Test and critique solution The solution fully meets the design constraints and criteria. Specific improvement ideas are generated and documented. The solution meets most of the design constraints and criteria. Some general improvement ideas are generated and documented. The solution addresses some design criteria completely but ignores others. Recognizes the need for improvement. Some ideas are generated, however only in concept. Documentation is sketchy. The solution is only marginally connected with the design criteria. Shows little interest in improving the solution. The solution fails to meet selected design criteria. In spite of problems detected during testing, no effort is made to refine the solution.
Evaluate the Design Solution (Continued) Expert Proficient Competent Beginner Novice Refine solution Solution is refined in a manner consistent with constraints and criteria. Solution is in constant refinement, based on continuous data gathering. Solution is refined in a manner consistent with constraints. Changes represent some improvement to the quality and functionality of the solution. Solution is refined to be consistent with design constraints and criteria. Refinements may be cosmetic and may not be significant. Some minor refinement of the original solution. Refinements are primarily cosmetic in nature and contribute only marginally to the quality or effectiveness of the solution. Solution is accepted "as is". Criteria and constraints are not referenced. No data is collected to evaluate the solution. Reporting All aspects of the design process are including the processes used, design details, and resources. Documentation package is well organized, highly reflective, technically accurate, and communicates effectively to others. The design process is documented including the processes used, design details, and resources. Drawings are technical and provide essential information Documentation is fairly organized. Some insights concerning design changes and refinements are detailed. Documentation of design processes are factual and include all components. Drawings are technical and provide essential information. Reflections are limited to facts, with limited depth. Some attention to documentation with a preference for graphically depicting the design. Little evidence of a clear organizational scheme. Some design stages may not be documented. Little documentation is done of either the product design or of the design process. Documentation is limited to hand-drawn sketches and sketchy, handwritten notes.
Sample Semester Calendar for 2018 (example to be modified for current semester & year) September Monday Tuesday Wednesday Thursday Friday = activities tied to research skill frameworks articulated by Willison & O’Regan and the OPS at: September 4 – Day 1 “Getting to Know You” Individual introductions September 5 – Day 2 Teacher Expectations Syllabus overview September 6 – Day 3 Lab Layout and Resources September 7 – Day 4 Learner Expectations September 10 – Day 5 Learner Expectations September 11 – Day 6 Pre-assessment data collection September 12 – Day 7 Embark & Clarify Introducing: Optimizing Problem Solving Pentagon Hiking Wisconsin Activity or similar September 13 – Day 8 Embark & Clarify Viable problems - post Find Your One Video Personal experience Friends/Family September 14 – Day 9 Embark & Clarify Grading – Rubric/Self Problem Detective Class Challenge Viable Problems – News, Work, Community September 17 – Day 10 Embark & Clarify Viable problems – School, Competitions, Citizen Science September 18 – Day 11 Embark & Clarify Problem Selection Categorizing Narrowing Options Qualifications Word Cloud September 19 – Day 12 Embark & Clarify Problem Selection Decision Matrix – Pugh Method September 20 – Day 13 Embark & Clarify Qualifications Word Cloud Decision Matrix Assessment & Reflection September 21 – Day 14 Embark & Clarify Problem Selection Team Selection Team identity September 24 – Day 15 Organize & Manage Selecting digital tools - Class - Group - Individual . September 25 – Day 16 Organize & Manage Selecting digital tools Student exploration Determining access September 26 – Day 17 Organize & Manage Ethical & Appropriate Use Plagiarism COPPA Business/Industry perspective September 27 – Day 18 Organize & Manage Using digital tools Self-instruction Peer Teach Instructor help September 28 – Day 19 Organize & Manage Using digital tools Self-instruction Peer Teach Instructor help
October Monday Tuesday Wednesday Thursday Friday October 1 – Day 20 Find & Generate Communicate & Apply CAD programs – 2D & 3D Machines as printers File output October 2 – Day 21 Find & Generate Communicate & Apply Introduce CorelDRAW or other (experience) Team Logo for T-Shirt October 3 – Day 22 Find & Generate Communicate & Apply CorelDraw/other 2D tutorial/practice with T-shirt logo October 4 – Day 23 Find & Generate Communicate & Apply Vinyl Cutter – Intro-Safety Assign safety test(s) Demo Vinyl Cutting Paint or heat transfer October 5 – Day 24 Find & Generate Communicate & Apply T-shirt logo work day Safety test completion Vinyl cutter work day October 8 – Day 25 Find & Generate Communicate & Apply Introduction to TinkerCAD or other (experience dependent) TinkerCAD tutorial October 9 – Day 26 Find & Generate Communicate & Apply TinkerCAD keychain tutorial Draw/Design a Keychain October 10 – Day 27 Find & Generate Communicate & Apply 3D printer – Intro – Safety Assign safety tests Demonstrate loading files and printing October 11 – Day 28 Find & Generate Communicate & Apply Keychain work day Safety test completion 3D printing 2D drawing and laser engraver workday October 12 – Day 29 Find & Generate Communicate & Apply Laser engraver safety Assign safety test Laser engraver demo Laser engraver project October 15 – Day 30 Find & Generate Communicate & Apply Laser engraver work day October 16 – Day 31 Find & Generate Communicate & Apply Lab work day October 17 – Day 32 Find & Generate Communicate & Apply CNC Router demonstration Assign CNC router safety October 18 – Day 33 Find & Generate Communicate & Apply CNC safety test completed CNC router workday October 19 – Day 34 Find & Generate Communicate & Apply CNC router workday October 22 – Day 35 Find & Generate Communicate & Apply Mini mill circuit demo Assign mini-mill safety October 23 – Day 36 Find & Generate Communicate & Apply Mini mill safety complete Mini mill work day October 24 – Day 37 Find & Generate Communicate & Apply Soldering demo Assign soldering safety October 25 – Day 38 Find & Generate Communicate & Apply Soldering Safety complete Soldering workday October 26 – Day 39 Find & Generate Communicate & Apply Lab workday
October – November Monday Tuesday Wednesday Thursday Friday October 29 – Day 40 Find & Generate Communicate & Apply Lab workday October 30 – Day 41 Find & Generate Communicate & Apply Lab workday October 31 – Day 42 Problem specification Learners clarify and refine selected problem to manageable level and resources November 1 – Day 43 Communicate & Apply Create design problem brief November 1 – Day 44 Communicate & Apply Evaluating credible sources November 5 – Day 45 Find & Reflect Literature Review November 6 – Day 46 Find & Reflect Literature Review November 7 – Day 47 Find & Reflect Internet search November 8 – Day 48 Find & Reflect Internet search November 9 – Day 49 Find & Reflect Safe and appropriate contact and interview techniques/questions - Phone - Email November 12 – Day 50 Find & Reflect Interviews November 13 – Day 51 Find & Reflect Interviews November 14 – Day 52 Generate & Evaluate Brainstorm rules Brainstorm solutions November 15 – Day 53 Generate & Evaluate Brainstorms solutions November 16 – Day 54 Generate & Evaluate Evaluation techniques Evaluate solutions Decision matrix November 19 Thanksgiving Break November 20 Thanksgiving Break November 21 Thanksgiving Break November 22 Thanksgiving Break November 23 Thanksgiving Break
December - January Monday Tuesday Wednesday Thursday Friday December 24 Winter Break December 25 Winter Break December 26 Winter Break December 27 Winter Break December 28 Winter Break December 31 Winter Break January 1 Winter Break January 2 – Day 75 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 2 – Day 76 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 2 – Day 77 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 7 – Day 78 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 2 – Day 79 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 2 – Day 80 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 2 – Day 81 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 2 – Day 82 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 14 – Day 83 Find & Reflect Generate & Evaluate Analyze & Synthesize Organize & Manage Work independently/in groups on selected project January 15 – Day 84 Analyze & Synthesize Organize & Manage Prepare final project for dissemination - 5 minute digital presentation January 16 – Day 85 Analyze & Synthesize Organize & Manage Prepare final project for dissemination – 5 minute digital presentation January 17 – Day 86 Analyze & Synthesize Organize & Manage Prepare final project for dissemination – 5 minute digital presentation January 18 – Day 87 Communicate & Apply Final project – digital presentation/assessment Post online for external review Teachers assess portfolios Students self –assess learning growth, digital literacy, educational risk
January Monday Tuesday Wednesday Thursday Friday January 21 – Day 88 Communicate & Apply External reviewers review work Students take post-course assessments January 22 – Day 89 Post – test data analysis Students compare pre- and post- test results. Discuss growth during the semester January 23 – Day 90 Post – test data reflection Students Reflect and Discuss learning growth from pre- to post - January 24 – Day 91 End of Quarter 2 End of Semester 1 Clean up/lab maintenance Start New Semester
Wisconsin Reading Standards for Literacy in All Subjects* (Reading) Grades 11-12 *Please see standards at for detailed description and explanation. Cite textual evidence supporting analysis of sources. Connect understandings Determine central ideas, provide accurate summaries, establish relationships Evaluate explanations, determine best fit with evidence and identify uncertainties Determine meaning of words/phrases in context of whole text Analyze structure of primary sources and contributions to whole of text. Evaluate and assess author’s claims, reasoning and evidence Integrate and evaluate multiple sources of information in diverse format Evaluate author’s claims & evidence by challenging with additional information Integrate information from diverse sources noting discrepancies Read /comprehend social studies texts in the 11-CCR complexity band Cite textual evidence supporting science and technical texts noting inconsistencies Determine central ideas, summarize complex concepts/processes/information Follow complex multistep procedures used in scientific /technical tasks Determine meaning of symbols, key terms and domain-specific contexts Analyze how information is categorized and structured for presenting ideas Analyze author’s explanations and identify unresolved issues Integrate and evaluate multiple sources of information presented in multiple formats Evaluate hypotheses, data, analysis and conclusions. Verify or challenge ideas. Synthesize information from a range of sources. Resolve conflicting information. Read /comprehend science/technical texts in the 11-CCR complexity band Lesson: RH - 1 RH - 2 RH-3 RH -4 RH-5 RH-6 RH-7 RH-8 RH-9 RH-10 RST- 1 RST- 2 RST-3 RST-4 RST-5 RST-6 RST-7 RST-8 RST-9 RST-10 Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community Unit 2/Lesson 8
Wisconsin Writing Standards for Literacy in All Subjects* (Writing) & (Speaking & Listening) Grades 11-12 *Please see standards at for detailed description and explanation. Write arguments focused on content Write informative/explanatory texts as appropriate for a specific discipline Not applicable as separate requirement Produce clear and coherent writing appropriate to task/purpose/audience Develop and strengthen writing through various revision/improvement techniques Use technology to produce, publish, update, edit individual/shared writing. Conduct short & sustained research to answer question/solve problem Gather relevant information for authoritative sources & cite correctly Draw evidence from informational texts to support analysis/reflection/research Write routinely over extended period for a range of disciplines/purposes/audiences Initiate/participate in a range of collaborative discussions Integrate multiple sources of information in diverse formats to problem solve and make decisions. Evaluate a speakers’ point of view, reasoning and use of evidence Present information, findings, and supporting evidence clearly Make strategic use of digital media Adapt speech to a variety of contexts and tasks. Lesson: WHST - 1 WHST - 2 WHST -3 WHST -4 WHST -5 WHST -6 WHST -7 WHST -8 WHST -9 WHST -10 SL - 1 SL - 2 SL -3 SL -4 SL -5 SL -6 Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community Unit 2/Lesson 8 Categorizing and Narrowing Options Unit 2/Lesson 9 Decision Matrix Unit 2/Lesson 10 Problem Selection & Team Context Unit 2/Lesson 11 Selecting Digital Tools Unit 3/Lesson 12 Ethical and Appropriate Use/Unit 3/Lesson 13 Using Digital Tools Unit 3/Lesson 14
Wisconsin Reading Standards for Literacy in All Subjects* (Language) Grades 11-12 *Please see standards at for detailed description and explanation. Demonstrate command of English grammar when speaking and writing Demonstrate command of capitalization, punctuation, and spelling when writing Use language & its conventions when writing, speaking, reading and listening Determine/clarify meaning of unknown and multiple- meaning words based on grades 11-12 reading content Demonstrate understanding of figurative language, word relationships and nuances Acquire and accurately use general academic and domain-specific words at the college and career ready levels. Lesson: L - 1 L - 2 L -3 L -4 L -5 L -6 Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community Unit 2/Lesson 8 Categorizing and Narrowing Options Unit 2/Lesson 9 Decision Matrix Unit 2/Lesson 10 Problem Selection & Team Context Unit 2/Lesson 11 Selecting Digital Tools Unit 3/Lesson 12 Ethical and Appropriate Use/ Unit 3/Lesson 13 Using Digital Tools Unit 3/Lesson 14
Wisconsin Standards for Information and Technology Literacy* (Empowered Learner) (Digital Citizen) (Knowledge Constructor) Grades 9-12 *Please see standards at for detailed description and explanation. Set goals and reflect using digital tools Build network to support learning and connect with experts and peers to enhance learning Create personalized learning environment in ways that maximize the learning process Seek and utilize feedback using digital and non-digital tools. Analyze data to make adjustments and justify outcomes Understand and apply functions and operations. Choose, and troubleshoot current digital tools. Transfer knowledge to emerging technology. Investigate the creation of new technologies. Cultivate and manage digital identity and reputation Manage personal data to maintain digital privacy and security. Use information, media and digital resources in a responsible manner. Respect intellectual property rights. Respond appropriately to gain permission for copyrighted material. Understand consequences of plagiarism. Recognize rights and responsibilities of intellectual freedom. Ensure others have equitable access to media/technology Plan and employ effective research strategies Evaluate accuracy, perspective, credibility, relevance of information, media, data and the like Locate and curate resources from various sources and organize into collections for varying projects & purposes Produce creative artifacts for multiple audiences. Demonstrate meaningful connections or conclusions. Consider ow crowdsourcing impacts online and offline. Build knowledge through active exploration of real-life issues/problems. Use digital resources and tools to engage others. Lesson: ITL –EL1.a ITL –EL1.b ITL –EL1.c ITL –EL1.d ITL –EL2.a ITL –EL3.a ITL –DC1.a ITL –DC1.b ITL –DC2.a ITL –DC2.b ITL –DC2.c ITL –KC1.a ITL –KC1.b ITL –KC1.c ITL –KC2.a ITL –KC2.b Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family
Wisconsin Standards for Information and Technology Literacy* (Innovative Designer) (Computational Thinker) Grades 9-12 *Please see standards at for detailed description and explanation.. Find authentic problems in local and global contexts Exhibit tolerance for ambiguity, perseverance and capacity to work with authentic, open-ended problems. Know and use a deliberate design process for generating ideas, testing theories, and creating innovative artifacts and solutions. Select and use digital resources to plan and manage a design process that considers design constraints and calculated risks. Develop, test, and refine prototypes as part of a cyclical design process. Create and articulate a precise and thorough description of a problem designed to utilize digital tools, data analysis, abstract modeling or algorithmic thinking to facilitate a solution. Select an effective digital tool to collect data, design, code, test, and verify possible solutions to reflect on the data to solve authentic problems. Evaluate the problem solving process and algorithms of others, and synthesize this information to create the most effective and efficient way to solve an authentic problem. Lesson: ITL –ID1.a ITL –ID1.b ITL –ID2.a ITL –ID2.b ITL –ID2.c ITL –CT1.a ITL –CT1.b ITL –CT1.c Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community Unit 2/Lesson 8 Categorizing and Narrowing Options Unit 2/Lesson 9 Decision Matrix Unit 2/Lesson 10
Wisconsin Common Career and Technical Core Standards* (Creativity, Critical Thinking, Communication & Collaboration) (Career Development) Grades 9-12 *Please see standards at for detailed description and explanation. Develop original solutions, products and services to meet a given need. Work creatively with others to develop solutions, products and services. Develop effective resolutions for a given problem, decision or opportunity using available information. Develop and implement a resolution for a new situation using personal knowledge and experience. Communicate thoughts and feelings with others using verbal /non-verbal language. Work collaboratively with others Use interpersonal skills to resolve conflicts with others in an ethical manner. Identify personal strengths, aptitudes and passions. Demonstrate effective decision-making, problem solving and goal setting. Interact effectively with others in similar and diverse teams. Apply a range of relevant decision-making strategies. Apply academic experiences to the world of work, inter-relationships and the community. Assess attitudes and skills that contribute to successful learning in school and across the life span. Investigate the world of work in order to gain knowledge of self in order to make informed career decisions. Examine and evaluate opportunities that could enhance life and career plans and articulate plan to guide decisions and actions. Employ career management strategies to achieve future career success and satisfaction. WCCTS – 4c1.a WCCTS – 4c1.b WCCTS – 4c2.a WCCTS – 4c2.b WCCTS – 4c3.a WCCTS – 4c3.b WCCTS – 4c3.c WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS Lesson: Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community Unit 2/Lesson 8 Categorizing and Narrowing
Wisconsin Common Career and Technical Core Standards* (Career Development) (Environment, Health & Safety) (Global & Cultural Awareness) Grades 9-12 *Please see standards at for detailed description and explanation. Identify and demonstrate positive work behaviors and personal qualities needed to be employable Demonstrate skills related to seeking and applying for employment to find and obtain a desired job. Identify and exhibit traits for retaining employment. Develop positive relationships with others. Assess the interdependency among natural and human-built systems, including social, ecological and economic health. Engage in systems thinking and inquiry processes that identify problems while analyzing the impacts of decisions made now and in the future. Develop solutions to social, economic and ecological problems without compromising the ability of future generations to meet their needs. Implement personal and jobsite safety rules and regulations to maintain and improve safe and healthful working conditions and environments. Evaluate the effects of diversity encountered through interactions with people in or from other parts of the community, state, nation and world. Explain how events in one part of the world affect nations, communities and individuals in other parts of the world. Explain how diverse groups of people can work together to overcome local, national, regional and global crises. Work effectively with diverse individuals in a variety of settings and contexts. Develop innovative solutions and initiatives as part of a diverse team. WCCTS -CD4.a WCCTS -CD4.b WCCTS -CD4.c WCCTS -CD4.d WCCTS -EHS1.a WCCTS -EHS1.b WCCTS -EHS1.c WCCTS EHS1.d WCCTS -GCA1.a WCCTS - CA1.b WCCTS -GCA1.c WCCTS -GCA2.a WCCTS - CA2.b Lesson: Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community
Wisconsin Common Career and Technical Core Standards* (Information, Media & Technology) (Leadership) Grades 9-12 *Please see standards at for detailed description and explanation. Choose appropriate sources of data and information for a given purpose. Determine the relevance, validity and timeliness of data and information. Select relevant information necessary for making decisions and solving problems. Apply data and information to communicate ideas and create new opportunities. Analyze media messages to determine biases and objectivity. Prepare media products in order to communicate a specific message. Adopt new technological tools to increase personal and organizational productivity. Select and use communication and information technology to help solve problems and provide opportunities. Implement leadership skills to accomplish team goals and objectives. Employ teamwork skills to achieve collective goals and use team members/talents effectively. Identify the role of community service and service learning in family, community and business and industry. WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS WCCTS -LE1.a WCCTS -LE1.b WCCTS -LE1.c Lesson: Getting Acquainted Unit 1/Lesson 1 Teacher Expectations Unit 1/Lesson 2 Lab Layout & Resources Unit 1/Lesson 3 Learner Expectations Unit 1/Lesson 4 Pre Assessment Unit 1/Lesson 5 Problem Solving Pentagon Unit 2/Lesson 6 Identifying Relevant Issues Friends & Family Unit 2/Lesson 7 Identifying Relevant Issues Community Unit 2/Lesson 8 ` Categorizing and Narrowing Options Unit 2/Lesson 9 IMT3.a
Course Policies List policies here or on back Depending on room and length Insert required policy statements: Please let me know about your individual needs (hearing loss, sight loss, reading difficulties, heavy workloads, after school sports, family obligations, medical conditions, etc.) during the FIRST WEEK OF CLASS. This will help me create the best possible learning environment for you as an individual. Modify and insert additional information such as the name of units, a weekly calendar or other information as per instructor, course, school, district policy. Tools you will be using The laser engraver is used to cut a variety of materials not limited to fabric, leather, wood, cardboard and more. The laser engraver will engrave (or raster) or cut through (vector) materials. The printer will take files you draw on a computer and print scale models. The vinyl cutter has a small knife that will cut through vinyl and copper foils. You can use this machine to cut stencils for signs, decals, T-shirt/fabric stencils and more. The large milling machine will handle wood material up to 4’ x 8’ and cuts soutlines and recesses in wood, Styrofoam and softer materials. Roland’ mini mill is used to mill soft materials such as wax and Styrofoam for smaller molds. It is also used to mill circuit boards is used to make electronic parts. dimensional
School District/Organization: Date: June 25, 2018 Adaptations & Acknowledgments: This lesson was adapted from Aerospace as well as Engineering & Virtual Problem Solving courses previously taught at Boone High School in Boone, Iowa. Creative Commons License Attribution: Problem Solving Curriculum Guide: A Process - Based Approach for Secondary Schools by Sylvia Tiala is licensed under a Brief Description: This lesson has learners looking for potential problems and issues that are relevant for the students, their passions, and the community they live in. This is an exploration phase that starts with friends and family who students should feel comfortable with. Note that this is a collection phase only. Students’ identified problems and issues will be vetted at a later date in the course. Standards: Wisconsin Standards for Literacy in All Subjects: RH-2 Determine central ideas, provide accurate summaries SL-1 Initiate/participate in a range of collaborative discussions L-1 Demonstrate command of English when speaking and writing Wisconsin Standards for Information and Technology Literacy: ITL-KC1.a Plan and employ effective research strategies ITL-ID1.z Find authentic problems in local and global contexts ITL-ID1.b Exhibit tolerance for ambiguity ITL—ID2.a Know and use a deliberate design process Wisconsin Common Career and Technical Core Standards WCCTS-4c3.a Communicate thoughts and feeling with others WCCTS-IMT1.c Select relevant information necessary for making decisions Students’ Essential Question(s): How can small actions have a larger impact on my community/the world? Learner’s “I Can Statements” I can identify what types of problems are suited for this course I can communicate with others I can identify what relevant information I have to solve a problem I can treat others respectfully I can summarize main ideas from a video presentation I can determine how concepts discussed in class apply to me personally
from 0:45 – 4:52 and then visit his interactive site ( ) and review several of his design problems and solutions. 6 minutes for the intro then review several of his designs Day 1 - Introduce Activities Yesterday we looked for potential problems to solve among our friends and family. Over the next two days, we are going to try to emulate what Peter Smart did. Who knows what emulate means? (Take time to define the word) That is, we are going to look for as many or more potential problems in our community and world than Peter Smart was able to find. 1 minutes Students listen and refer to their Problem Solving Pentagon handout Day 1 -Content Assign students to randomly generated groups. Use SuperTeacherTools (or other) to randomly assign group membership. This provides a way for students to work with others in their class. Give students 1 minute to move to their assigned groups Hand out collated packets to students that includes: Class Challenge: Problem Detective handout Appropriate Positive Educational Risk Taking handout Problem Identification and Clarification Rubric Finding, Brainstorming & Communicating Rubric Group Evaluation Rubric We are going to use the Problem Detective: Class Challenge to address the Embark and Clarify stages of problem solving. Remember that “Embark and Clarify” is one facet the problem solving and research process. Take a look at your Problem Detective handout. We will be working on this assignment today and tomorrow. Take time to review the handout and the expectations Speak to dividing up the workload 2 minutes 4 minutes Students get into assigned groups. Students look at handouts Students follow along Students ask clarifying questions
Name: Problem Identification & Clarification Rubric ( - Embark & Clarify) Adapted from: Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Permission for use obtained from Dr. R. Custer 22 July, 2018 () Novice Beginner Competent Proficient Expert Embark & Clarify Exhibits considerable indifference or frustration. Doesn’t see context. Does not ask questions to and would begin the problem solving process without clarification or questions. Tends to hone in on wrong problem, isolated subset, or easiest part to solve. Exhibits some indifference or frustration. Ignores context. Asks questions but not pertinent and too few to start the problem solving process. . Defines problem adequately. Ignores context. Poses a few pertinent questions that one might need for clarification as they start the problem solving process. Identifies key content. Expresses limited knowledge of context or problem. Problem is defined but needs clarification. Ignores context. Poses some pertinent questions that would help start the problem solving process. Identifies sub-problems but does not prioritize. Accurately describes current state of affairs supported by stories, data or other supporting information that demonstrates understanding/ empathy. Poses pertinent questions that one needs to ask for clarification in order to solve problem. Identifies and prioritizes sub-problems (within the larger problem). Comments: Finding, Brainstorming & Communicating Rubric (Unit 2: - Embark & Clarify)
wants. I make an attempt but it lacks focus and clarity. Numerous errors in grammar, spelling, or punctuation are found. Bullet points and minimal responses are used to convey information Information is missing customize elements. My work addresses some of the assigned criteria but I am unclear who my target audience is or how I might tailor my message to my target audience Some errors in grammar, spelling, or punctuation are found. Bullet points and minimal responses are used to convey information attempt to add unique or creative elements. My work addresses many of the assigned criteria and considers a target audience that is not clearly defined. Minimal errors in grammar, spelling, or punctuation are found. Full sentences - where appropriate – are used to convey information audience. Proper grammar, spelling, punctuation and full sentences - where appropriate – are used to convey information and/or a clearly defined target audience. Proper grammar, spelling, punctuation and full sentences - where appropriate – are used to convey information Comments: Group Evaluation Rubric Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Permission for use obtained from Dr. R. Custer 22 July, 2018 ()
Finding, Brainstorming & Communicating Rubric (Unit 2: - Embark & Clarify) Novice Beginner Competent Proficient Expert Finding Problems My actions are totally teacher directed. I explore problems by following the teacher’s directions in a step-by-step process. I make little effort to search on my own. Educational risk taking and effort is minimal. I am self-directed at least 50% of the time. I explore problems that take a minimal amount of searching or I search in familiar places taking minimal risks. Some effort made to expand educational risk taking. I am self-directed at least 65% of the time. I deduce problems from a couple of sources. I make sure to get teacher approval each time I move forward. I am willing to take some educational risk. I am self-directed at least 80% of the time. I am able to deduce several problems from multiple sources. I request minimal help moving forward. I am willing to try to expand my educational risk taking with teacher support. I am self-directed more than 85% of the time. I deduce problems by being observant of news sources, readings, media sources, my school and community. I talk to others to find opportunities. Brainstorming Brainstorm less than 5 (total) ideas in the Problem Detective Challenge. Information is missing making it difficult or impossible for others to revisit the idea. Brainstorm a minimum of 5 (total) ideas in one category of the Problem Detective Challenge. Some information is missing making it a challenge for others to revisit the idea. Brainstorm a minimum of 6 (total) ideas in one category of the Problem Detective Challenge. Thorough information is included, allowing others to revisit the idea. Brainstorm a minimum of 9 ideas (total) in two or more categories of the Problem Detective Challenge. Thorough information is included, allowing others to revisit the idea. Brainstorm a minimum of 12 ideas (total) in three or more categories of the Problem Detective Challenge. Thorough information is included, allowing others to revisit the idea.
Communication Skills I have difficulty stating my ideas and connecting to assignment criteria. It is difficult for me to imagine what information my target audience needs or wants. I make an attempt but it lacks focus and clarity. Numerous errors in grammar, spelling, or punctuation are found. Bullet points and minimal responses are used to convey information Information is missing I state my ideas with help from peers and teachers. My ideas and presentations use templates with little/no attempt to customize elements. My work addresses some of the assigned criteria but I am unclear who my target audience is or how I might tailor my message to my target audience Some errors in grammar, spelling, or punctuation are found. Bullet points and minimal responses are used to convey information I can state my ideas but they lack focus or direction. My ideas and presentations are taken directly from templates with little attempt to add unique or creative elements. My work addresses many of the assigned criteria and considers a target audience that is not clearly defined. Minimal errors in grammar, spelling, or punctuation are found. Full sentences - where appropriate – are used to convey information I can clearly and succinctly state my ideas either professionally OR uniquely. My work addresses most of the assigned criteria and/or a defined target audience. Proper grammar, spelling, punctuation and full sentences - where appropriate – are used to convey information I can clearly and succinctly state my ideas both professionally AND uniquely. My work clearly addresses assignment criteria and/or a clearly defined target audience. Proper grammar, spelling, punctuation and full sentences - where appropriate – are used to convey information Comments:
designed to increase their awareness and appropriate and ethical use of the technology and information. How does this lesson connect with and build on previous lesson(s)? Students may experience frustration during the previous lesson as they run into blocked internet sites (potentially) that will prevent them from using some of the tools they are interested in using. Frustrations students’ experience provides an opportunity to engage with discussions about protecting minors, ease of access, and appropriate use of technology. Students may want to leverage administrators and Information Technology personnel to allow access to legitimate collaboration and reporting tools. Be aware that some students may find ways to access blocked sites that they are passionate about. How will I (the teacher) build upon this lesson in subsequent lessons? Students will be expected to demonstrate ethical and responsible use of information and information technologies throughout the semester. Lesson Implementation Instructor Will Time allotted Student Will Prepare for class Review and modify the Invitation to Speak – Sample Letter/Email resource Recruit speakers for panel discussion Write vocabulary words on the board Write the student “I can” statement on the board Write names of guest speakers with positions and company identifiers on board Set up the room to allow for panel discussion You will need to plan ahead for this lesson. Allow several weeks – minimum to invite and secure guest speakers. 60 minutes distributed over multiple days may be needed to coordinate the event. Anticipatory set
Problem & Design Clarification (Continued) Expert Proficient Competent Beginner Novice Conduct research/ gather pertinent information Consults several key sources. Evaluates information; relates information back to problem and constraints. Uses refined search strategies. Researches sub-problems Consults several key sources. Uses observational techniques. Cites references. Ignores sub-problems. Uses search guides and locates at least 2 sources. Consults sources with some direction and/or organization. Conducts very limited research. Search restricted to find and readily available resources. Does not conduct research nor consult sources. Starts solving problem without information. Develop a Design Expert Proficient Competent Beginner Novice Generate and visualize possible solutions Generates creative and efficient solutions. All solutions meet constraints and address the original problem. Able to generate a number of different solutions. Is innovative Generates feasible solutions, but many are similar. Meets constraints. Uses resources efficiently. Proposes creative solutions. Thinks “inside of the box”. Generates solutions that meet most of constraints. Establishes resources needed to implement solution. Generates several possible solutions within constraints. Thinks “inside the box.” Identifies solutions that meet some of the constraints. Some solutions are adequate to solve the problem. Solutions may/may not be feasible. Identifies single solution that meets constraints. Cannot identify solutions or solutions are inappropriate to framed problem. Does not appear to have an idea of where to begin. Solutions are disconnected from, or totally ignore, constraints.
Develop a Design (Continued) Expert Proficient Competent Beginner Novice Select a design solution Provides detailed reasons for selecting solution. Provides backup or alternate solution in case the first solution fails. Attempts to be innovative and wants best possible solution. Self-assured. Selects solution on basis of efficiency and effectiveness. Checks against constraints. Provides basic rationale for selection. Tends not to have an alternative solution in case the initial choice does not work. Selects a reasonable solution based on criteria. Solution meets constraints. Selects solution with limited attention to criteria. Can select solution. Solution may or may not be feasible. Is tentative and insecure in the selection process. Selects solution according to personal preferences. Unable to decide solution. Solution may be unrealistic or impractical. Uses few if any criteria to evaluate solutions. Solution represents an easy way out. Plan & communicate design Develops detailed design plan, drawings, and sketches. Devotes careful attention to constraints. Continuously revisits and refines the solution. Knows when to stop the refinement process. Creates a plan with supporting technical drawings. Maintains journal or log of daily activities. Meets constraints. Creates an organized plan with sufficient detail. Identifies basic tools, resources. Visualizes using technical drawings. Ignores some constraints. Explains design plan, citing procedures, resources, and other requirements. Visualizes using technical sketches without regard for scale. Ignores key constraints. Explains design in general terms and with little detail. Sketches are rough and without sufficient detail. May attempt to move forward without drawings. Ignores constraints.
Model/Prototype Expert Proficient Competent Beginner Novice Select and use resources Uses appropriate resources (i.e. tools, materials, and information) for developing and producing the solution. Accesses a variety of information sources (websites, manuals, technicians, electronic catalogs, etc.). Selects and adeptly uses resources. Accesses and uses appropriate resources to solve the problem. Exhibits refined knowledge of tools, materials, and technological processes. Uses resources confidently. Selects and uses appropriate resources related to most aspects of the problem. Displays some difficulty in accessing information. Selects appropriate tools for developing and producing the solution. Search for resources is limited to few sources. Selects a limited range of resources. Some difficulty in choosing appropriate technological resources. Needs guidance in safe use of resources. Limited ability to select and use basic resources. Selection of tools, materials, processes, and information may be inappropriate. Selected resources may not be feasible due to lack of availability, need for expertise, or cost. Develop a plan for producing a model/ prototype Develops a well detailed plan with references to design constraints and criteria. Includes testing and modification steps. Incorporates quality control measures. Develops a detailed and systematic plan. Communicates information and processes needed to produce the model or prototype. Incorporates testing as a procedural step. Develops a plan with logical and sufficient steps to develop and produce a solution. Plan needs quality control checkpoints. Develops a plan with some gaps and insufficient steps to solve the problem. Connection with design criteria and constraints is marginal. Develops a plan that lacks coherence and departs from design constraints and criteria. Plan contains gaps and does not flow logically. Procedures lack necessary detail.
Student Individual Performance Rubric Used with permission from Dr. R. Custer email on 22 June, 2018: rodney.custer@bhsu.edu Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Problem & Design Clarification Expert Proficient Competent Beginner Novice Examine context & define problem Poses pertinent questions for clarification. Identifies and prioritizes (within the larger problem). Explores context. Poses questions. Identifies sub-problems but does not prioritize. Ignores context. Asks some pertinent questions. Identifies key content. Defines problem adequately. Ignores context. Expresses limited knowledge of context or problem; problem is defined but needs clarification. Asks questions but not pertinent and too few. Ignores context. Exhibits some indifference or frustration. Tends to hone in on wrong problem, isolated subset, or easiest part to solve. Begins to solve without clarification or questions. Doesn’t see context. Exhibits considerable indifference or frustration. Develop, clarify, & negotiate constraints and criteria Explains key constraints in detail. Tries to negotiate or circumvent constraints. Clarifies criteria prior to solving problem or posing solutions. Clarifies constraints in detail; expresses their relationship to the problem solution. Engages in limited negotiation of the constraints. Clarifies constraints and accepts them as presented and understood. Recognizes constraints but seeks minimal clarification. Accepts constraints as is. Clarifies constraints late in design process as failures occur. Does not identify constraints or criteria; does not grasp the significance of constraints. Sees constraints as insignificant.
Problem & Design Clarification (Continued) Expert Proficient Competent Beginner Novice Conduct research/ gather pertinent information Consults several key sources. Evaluates information; relates information back to problem and constraints. Uses refined search strategies. Researches sub-problems Consults several key sources. Uses observational techniques. Cites references. Ignores sub-problems. Uses search guides and locates at least 2 sources. Consults sources with some direction and/or organization. Conducts very limited research. Search restricted to find and readily available resources. Does not conduct research nor consult sources. Starts solving problem without information. Develop a Design Expert Proficient Competent Beginner Novice Generate and visualize possible solutions Generates creative and efficient solutions. All solutions meet constraints and address the original problem. Able to generate a number of different solutions. Is innovative Generates feasible solutions, but many are similar. Meets constraints. Uses resources efficiently. Proposes creative solutions. Thinks “inside of the box”. Generates solutions that meet most of constraints. Establishes resources needed to implement solution. Generates several possible solutions within constraints. Thinks “inside the box.” Identifies solutions that meet some of the constraints. Some solutions are adequate to solve the problem. Solutions may/may not be feasible. Identifies single solution that meets constraints. Cannot identify solutions or solutions are inappropriate to framed problem. Does not appear to have an idea of where to begin. Solutions are disconnected from, or totally ignore, constraints.
Develop a Design (Continued) Expert Proficient Competent Beginner Novice Select a design solution Provides detailed reasons for selecting solution. Provides backup or alternate solution in case the first solution fails. Attempts to be innovative and wants best possible solution. Self-assured. Selects solution on basis of efficiency and effectiveness. Checks against constraints. Provides basic rationale for selection. Tends not to have an alternative solution in case the initial choice does not work. Selects a reasonable solution based on criteria. Solution meets constraints. Selects solution with limited attention to criteria. Can select solution. Solution may or may not be feasible. Is tentative and insecure in the selection process. Selects solution according to personal preferences. Unable to decide solution. Solution may be unrealistic or impractical. Uses few if any criteria to evaluate solutions. Solution represents an easy way out. Plan & communicate design Develops detailed design plan, drawings, and sketches. Devotes careful attention to constraints. Continuously revisits and refines the solution. Knows when to stop the refinement process. Creates a plan with supporting technical drawings. Maintains journal or log of daily activities. Meets constraints. Creates an organized plan with sufficient detail. Identifies basic tools, resources. Visualizes using technical drawings. Ignores some constraints. Explains design plan, citing procedures, resources, and other requirements. Visualizes using technical sketches without regard for scale. Ignores key constraints. Explains design in general terms and with little detail. Sketches are rough and without sufficient detail. May attempt to move forward without drawings. Ignores constraints.
Model/Prototype Expert Proficient Competent Beginner Novice Select and use resources Uses appropriate resources (i.e. tools, materials, and information) for developing and producing the solution. Accesses a variety of information sources (websites, manuals, technicians, electronic catalogs, etc.). Selects and adeptly uses resources. Accesses and uses appropriate resources to solve the problem. Exhibits refined knowledge of tools, materials, and technological processes. Uses resources confidently. Selects and uses appropriate resources related to most aspects of the problem. Displays some difficulty in accessing information. Selects appropriate tools for developing and producing the solution. Search for resources is limited to few sources. Selects a limited range of resources. Some difficulty in choosing appropriate technological resources. Needs guidance in safe use of resources. Limited ability to select and use basic resources. Selection of tools, materials, processes, and information may be inappropriate. Selected resources may not be feasible due to lack of availability, need for expertise, or cost. Develop a plan for producing a model/ prototype Develops a well detailed plan with references to design constraints and criteria. Includes testing and modification steps. Incorporates quality control measures. Develops a detailed and systematic plan. Communicates information and processes needed to produce the model or prototype. Incorporates testing as a procedural step. Develops a plan with logical and sufficient steps to develop and produce a solution. Plan needs quality control checkpoints. Develops a plan with some gaps and insufficient steps to solve the problem. Connection with design criteria and constraints is marginal. Develops a plan that lacks coherence and departs from design constraints and criteria. Plan contains gaps and does not flow logically. Procedures lack necessary detail.
Model/Prototype (Continued) Expert Proficient Competent Beginner Novice Produce model/ prototype Is adept with tools and resources, making continual adjustments to "tweak" the model/prototype. Demonstrates persistence with minor problems. Enjoys the challenge of refinements. Uses tools and resources without guidance. Refines model to enhance appearance and capabilities. Uses tools and resources with little or no guidance. May redo model/prototype parts to improve quality. Uses tools and resources with some guidance. May have difficulty selecting appropriate resources. Refines work, but may prefer to leave model as first produced. Needs guidance in order to use resources safely and appropriately. Crudely constructs model/prototype, with little or no refinement. Evaluate the Design Solution Expert Proficient Competent Beginner Novice Test and critique solution The solution fully meets the design constraints and criteria. Specific improvement ideas are generated and documented. The solution meets most of the design constraints and criteria. Some general improvement ideas are generated and documented. The solution addresses some design criteria completely but ignores others. Recognizes the need for improvement. Some ideas are generated, however only in concept. Documentation is sketchy. The solution is only marginally connected with the design criteria. Shows little interest in improving the solution. The solution fails to meet selected design criteria. In spite of problems detected during testing, no effort is made to refine the solution.