Do you collect student reflections/sample work while they are working through a project? If not, you should. It helps track student progress (and process) during a project so there are no surprises at project’s end. Surprises, for example, like when the project doesn’t work. However, what exactly are you looking for in a project progress report? For example, do you ask for a summary and a reflection? Or, do you ask for a list of data and observations and a quick analysis of possible lab errors? I believe there is generally a consensus among teachers of what goes into a student project progress report. But, what does a progress report look like? And, is it the same as a lab report?

With regards to the latter question, no, a project progress report is not the same as a lab report. Where a lab report provides a summary and analysis of the entire lab from start to finish, a project progress report provides details of what is currently going on in the project. In other words, a progress report details what has been going on up until the time the report is made – and that’s typically not at the end of the project.

With regards to what is included in a progress report, I typically ask for students to show me their analysis, evidence, reasoning, and evolution. In post #29, I write about a build and test project I typically do with my students (handouts are available for download). One thing I ask for from my students during the project is progress reports. In this post, we go through the 4 elements I look for in my student’s project progress reports. I ask for the same 4 elements in all the build and test projects I run in Senior Physics and Junior science. And, I find it’s enough to gauge student thinking and track the evolution of an idea too. At the end of the post, our sample project progress report is available for download.

The Basic Project Progress Report

So, what do I specifically ask for when it comes to evidence, evolution, analysis, and reasoning in a progress report? I refer you to the following:

(1) Images of the current prototype

This is one piece of evidence I ask for. First, images show me that the prototype was completed. Also, pictures are valuable when students can’t find the words to describe their project. And, I can also compare current images to previous ones to see how the project has evolved. Thus, I typically ask for 5 images of the project from different views (front, side, top, back, axonometric). I also ask students to take pictures of special features of their projects. And, unless students are using their parent’s Nokia from the 1990s, having students take pictures is usually not a problem. Most students already have a cell phone with a build-in camera. Those who don’t have a cell phone camera can ask their friends to take pictures for them.

(2) Written Reflection

I want to know what was made, how it was made, and what materials were used. This serves as a way for students to communicate how they are connecting and applying their science knowledge to a problem. If a student decides to use one material or condition over another, they need to tell me why. This is more than just a list of materials and a step-by-step procedure. Instead, it is the opportunity for students to explain their design decisions as they relate to science principles.

(3) Data and observations

Usually in the form of a data table or chart. I ask for both qualitative and quantitative observations. Typically, I don’t mark the the data or results for accuracy. Instead, I look at data for completion – as a sign that the prototype was completed and tested. Also, I ask for data and observations so that students have the observations in front of them when they do the analysis of their current prototype. And, data and observations also gives students practicing in running a controlled experiment.

(4) Written prediction

Now that students have some data from their experiment, I have students tell me what they will change for next time prototype. There are 3 things I expect in this section. First, I want students to state the flaws of their design. In other words, what went wrong when testing their prototype? How can they get a better result next time? Next, students write down what they plan to change. Perhaps, it is a change in material. Or, perhaps it’s a calibration or alignment issue. Finally, students tell me how this change will result in a better test the next time. This process serves as a way for students to reflect on their data and apply their knowledge to overcome obstacles that arise during the project.

Field Notes

• Ask for electronic versions. I share a google drive folder with students and have them create their own subfolders where they can upload their evidence and documents. This is especially handy when it comes to comparing images between current prototype and previous ones when looking for evolution of an idea.
• Consider using asking students to use the CER structure to write their prediction. It’s just another opportunity to practice the structure. And, what I am asking for in the prediction basically draws from CER anyways.
• Put aside time in class for students to build and test together. This is the perfect place for students to bring up any issues with you and to clarify what pictures to take and data to record. In the past, I tended to get a lot of projects that didn’t meet what I was asking for merely because students misunderstood what I was asking for in their project progress report.

Wrap Up

Projects are fun do with students. And, students learn a lot by working through a problem. Regular check-ins are also important to the process. Project progress reports, which are not as structured as lab reports, allow teachers to gauge student thought at check-in points. Progress reports also create a paper trail from which we can track the evolution of the project. The 4 elements I list above to include in a progress report have worked for me. However, if you have others to include that work well too, please share! I’d love to know how others tackle this. To download a sample progress report, join our email newsletter by clicking the link below. Thanks!

Until next time, keep it REAL.

Resources

Handout(s): 30 – Project Progress Report

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