Novice/Apprentice

Journeyman/Journeywoman

Master

Score

Challenge

• Simplistic or generic
• Toward the consumption end of the Consumption to Creation Continuum
• Identifies one general challenge
• Group - One person’s interests drive project

• Descriptive - evokes a picture in reader’s mind
• Toward the middle of the Consumption to Creation Continuum
• Addresses an authentic1 question, challenge, or task
• Identifies tasks/questions/ challenges that are personally meaningful, build one's sense of self-learning, and contribute to the learning of others
• Identifies a few related challenges
• Group - All members are interested in the challenge

• Enticing - worded so that others might become enticed by the challenge themselves
• Creative - toward to creation end of the Consumption to Creation Continuum
• Epic1
• Discovers a wicked problem
• Benefits others (see public contribution)
• Breaks bigger challenge into smaller, Goldilocks challenges (not too hard, not too easy)
• Group - challenge is exciting/engaging/
  interesting to ALL makers in the group

Learning

• Skills/knowledge are already within the student’s ability or toward the bottom of the student’s Challenge Zone
• Skills/knowledge are below or at the bottom of a typical BCS 7th/8th grader’s ability
• Goals are described generically or cryptically

• Skills/knowledge are within the student’s Challenge Zone
• Skills/knowledge are within a typical BCS 7th/8th grader’s ability
• Goals are described clearly, though not in a SMART goal format

• Skills/knowledge are at the high edge of student’s Challenge Zone and will require extra effort and excellent resources (see below)
• Skills/knowledge are beyond a typical BCS 7th/8th grader’s ability
• Uses a SMART goal format

Materials/Tools

• Little thought given to materials before jumping into project or assumes another BCS teacher will supply them
• Materials are brought in late

• Buys or acquires new materials when recycled or free materials might be available
• Materials are brought in as they are needed

• Creative use, reuse, or acquisition of materials (only buys materials if absolutely necessary)
• Materials are brought in before they are needed
• Materials are of sufficient quality for the job
• Materials can be recycled after project

Main Steps (Process)

• Plan is sketchy, incomplete or cryptic and requires significant teacher support for steps to include
• Follows a haphazard process
• Documentation steps not included or only at end of project
• If not an individual project, work likely completed unequally
• “Teachers” not built into the project or put in randomly

• Follows an existing process or completes a “recipe” project and requires minor teacher support for steps to include
• Follows a linear process
• Lists concrete (doable) steps/goals toward completing overall task/challenge
• Only builds in documentation as required by teacher
• Documents project process
• If not an individual project, work is completed jointly and assumed equal
• “Teachers” built into the beginning step(s) of project

• Designs process unique to this project, synthesizing steps from a variety of standard processes or “recipes”
• Designs an iterative process
• Sets benchmarks along the path to assess progress toward subgoals
• Builds in documentation with thought to audience for sharing (see below)
• Documents project process and student learning
• If not an individual project, work is divided so that all are learning/working equal to their abilities (roles defined, accountability built in, interdependence a must)
• "Teachers" (see resources) are included throughout steps for learning and problem-solving

Product(s) - Does this really belong within Process at the bottom?

• Overlaps with sharing section
• Look at enGauge High Productivity section

Resources

• Student(s) have imagined/ visualized process/product but how doable is unknown
• Edit - Limited or low quality

• Links to an existing, similar project (or part of project)
• Lists or links to who/what will be the "teacher"
• Edit - Quality

• Links to a range of existing, similar projects (or parts of projects)
• PLN (personal learning network) - explains who/what will be the "teacher" to push their learning and help solve problems (lists/links to a range of: classmates, outside experts, books, videos, websites, clubs, choice-hours, BPS teachers, etc.)
• Edit - Quality & annotated & organized by skill / step / topic

Difficulties

• Superficially considers potential difficulties

• Lists several likely difficulties - connects to resources generically

• Consulted with more knowledgeable others (see resources) for possible difficulties
• Listed likely difficulties AND how they expect to handle them for entire process (main steps) - connects with specific resources (see above)
• Conducted a pre-mortem

Sharing

• Audience is not considered or is limited to BCS students and teacher
• Material is presented haphazardly or incompletely
• Difficulties and problem-solving not shared or shared cryptically
• Maker Faire - add

• Describes their intended audience
• Creates resources for future learners as at end of project
• Material is organized/ presented in a "reader" friendly format
• Conveys primary difficulties and problem-solving
• Maker Faire - add

• Describes their intended audiences
• Gives back to PLN(s) or contributes to the wider public
• Material (documentation of process & product) becomes a part of a larger community outside of BCS
• Becomes an active member of an outside community
• Creates audience appropriate resources for future learners as an ongoing part of their process (main steps)
• Material is organized/presented in a "reader" friendly format and is multimodal
• Conveys their excitement for the process and product and might interest others in a similar project
• Conveys important difficulties and problem-solving
• Maker Faire - add

Evaluation

• Evaluates skills/knowledge below or at the bottom of a typical BCS 7th/8th grader’s ability
• Does not use a rubric - Process and/or product “measured” at the end of process/project with a checklist
• Relies on teacher to evaluate process/product at end of the process

• Evaluates skills/knowledge typical of a BCS 7th/8th grader’s ability
• Describes how progress can be measured at the end of process/project
• Uses an existing rubric
• Involves input of self/group in the evaluation of process/product at end of the process

• Evaluates skills/knowledge beyond a typical BCS 7th/8th grader’s ability
• Describes how progress can be measured throughout the process/project
• Designs own rubric
• Involves others in the evaluation of process/product throughout the process and at the end