How are project-based assessments in Key Stage 3 Technology revolutionising the way we learn?

How are project-based assessments in Key Stage 3 Technology revolutionising the way we learn?  Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they have learned to an in-depth exploration of a topic.

Find out how we formulate project-based assessments into learning and aiding students in developing independence, growth mindset, and, most notably, the progression of their own projects and tasks.

What are project-based assessments? 

Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they have learned to an in-depth exploration of a topic. Due to the nature of project-based learning (PBL), the assessment in Technology has been formulated to aid this type of learning and allow students to develop their independence, growth mindset and, importantly, time to develop their projects.

Future-ready project-based learners

We believe project-based learners are prepared for the demands of an ever-changing and fast-paced world. This type of learning has not stopped in the face of a global pandemic, if anything it has become more vital. Whether this learning occurs in the classroom or through the Virtual School Experience, project-based assessments have pushed our students to take control of their own learning, steering themselves to personally succeed as future-ready learners.

Through project-based assessments students are evaluated against a rubric on all or some of the following areas:

• Research and Inquiry
• Design Iteration
• Manufacturing and Testing

Research and Inquiry 

Teachers facilitate students’ learning through developing ways to ensure that students are inquiring into the problem that they are solving and writing an independent brief and specification. Students may have a real-life client, which they can discuss the ongoing project, allowing time for reflection and critical feedback. Students are encouraged to self-assess and focus on the improvement of their research, moving from using generic information to the application of this new or existing knowledge. Students are also encouraged to learn from others; the professionals, and use their expertise and knowledge to inspire and develop their work. Technology allows student and teacher dialogue throughout the whole process, verbal feedback is our main source of assessment, and we are developing more ways for students to record this feedback in order to set their own personalised targets to continue moving forward in their projects independently. Peer assessment is also a key factor at all stages of PBL. Students’ research portfolios will be submitted once all areas of the Research and Inquiry rubric have been met. Teachers will award points against the rubric to indicate what the student has achieved thus far, and then allow students time to reflect and develop this section of their portfolio.

Design Iteration 

When designing, students no longer follow a linear design process. This has been removed from many GCSE/IGCSE specifications, and is not beneficial to students studying at IB level. Iterative design ensures that students develop ideas through reflection and utilisation of research. This ties in with their gained knowledge from their research portfolio and allows them to successfully apply this in a practical context. Iterative design is about the process, it does not just focus on the end goal. It is about making improvements and developments in a gradual and incremental way, to ensure that solutions are suitable for the client. With that said, students will need to record their design journey through adding evidence to their Technology design portfolio. This can be in the form of scans or photographs of hand drawn designs, screenshots of CAD developments and models and photographs of any initial prototyping. This will be assessed against our Iterative Design rubric, which shows clearly the steps that a student needs to take to further improve their work. 

Manufacturing and Testing

Students can move on to manufacturing and testing their design ideas once they have gained confidence in their next steps. This is carried out through computer-aided design (CAD) and physical modelling. This process allows for critical thinking, resilience and perseverance. Students use a range of machines and tools, and also computer-aided manufacture (CAM) which is laser cutting and 3D printing. Students are assessed against the Manufacturing and Testing rubric, which will allow Teachers to see the students’ development of practical manufacturing skills and problem-solving.