Written trackers can be useful in communicating success criteria to students as well as to invite learners to be agents in their own progress monitoring; they might be used for specific tasks or for unit- or yearlong targets. The table below is an example of a self-assessment, self-report tool. Elementary teachers designed it to promote sophistication of learners’ engineering project designs across the year and used it as a project guide for a variety of tasks in their STEM lab.
| 1 | 2 | 3 | 4 | |
| All of 1, plus . . . |
All of 2, plus . . . |
All of 3, plus . . . |
||
| I can ask questions and define a problem. | I have a question. | My question is testable. | My question invites me to solve a problem with engineering. | My question explores new topics in engineering. |
| I can research a problem to gain background knowledge. | I gather information about my topic. | I use reliable sources for my research. | I use internet and print sources.
I cite my sources. |
I synthesize my research into a written overview of the topic. |
| I can create a plan to address my problem. | I have a plan. | My plan is written legibly, includes materials list and design sketch. | My plan includes details of materials needed, dimensions of my project, and a timeline for design work. | My plan is so specific and precise that anyone could follow it. |
| I can create a prototype/model. | I build a model. | My model follows my plan. | I use my time efficiently.
I use my materials wisely. |
I use unique materials purposefully. |
| I can test my project, collect, analyze, and interpret my data. | I test my project. | I document each test in an organized table. | I analyze my test data. | I draw conclusions from my data to help me revise my project. |
Engineering Design Rubric
Below is another self-monitoring tool. The first page of a tracker developed by high school math teacher Tracey Shaw; she distributes a packet like this to her students at the start of each unit and asks them throughout to pause and monitor their own progress toward the learning targets, including notes and evidence in the space provided.
| Section | LT # | Learning Target [ LT ] | Debriefing: Synthesize your thinking around the learning target. (Include examples, pictures, things to remember, steps, etc.) | Self-Scores | Test Results |
| 3.1 | 3-1a | I can use the equation of a quadratic function in vertex form: to graph and find the vertex, axis of symmetry, transformations, and x-intercepts (extracting the root). | |||
| 3.1 | 3-1b | I can use the equation of a quadratic function in factored/intercept form: to graph and find the vertex, axis of symmetry, and x-intercepts. | |||
| 3.1 | 3-1c | I can use the equation of a quadratic function in standard form: to graph and to find the axis of symmetry , vertex, and x-intercepts (factoring or quadratic formula). |
Learning Targets for Self-Monitoring
What tracking tools do you or might you use to encourage students’ independence and achievement?
