TEACHER’S PROJECT GUIDE

ASSESSING PROJECTS.
1. TEACHER’S ROLE.

In project based learning and assessment, the teacher is expected to:

 Make observations.
Formative assessment
 Hold conversations.

 Provide guidance and support the learner.

 Keep records.

 Receive a product and report.

This is continuous throughout the project lifetime.

NB; Use generic skills which fit the project i.e.

 Critical thinking and problem solving.

 Creativity and innovation.

 Communication.

 Cooperation and learning.

 Calculation and ICT.

2. AWARDING SCORES IN A PROJECT.

 Scores for each parameter will be determined by the teacher. The total score for the

project will be scaled to 10%. This will be added to the score from the activities of

Integration to account for the 20% score of the end of cycle summative assessment.

 A learner who has not been assessed at school level does not qualify to be assessed at the

end of cycle National Examinations.

 A learner will have a maximum of two projects every term provided that by the time the

learners sit for final UNEB examinations, a project in each of the subject registered for has

been completed and submitted for assessment.

1|Page watmonmaxwell@gmail.com
 3. CHECKLIST USED IN ASSESSING PROJECTS.

The check list below is used to assess a project;-

Phase Indicators Max score

1 Identification, Title. 2
planning/design. Alignment to the theme.
Justification of the project.
Methodology.
Identification of resources( materials and tools)
Score ; X/2

2 Project Organisation/sketching/drafting. 3
implementation. Steps/procedures.
Use of resources (materials and tools).
Generic skills and values applicable to the project i.e.
communication, creativity and innovation, critical
thinking and problem solving, ICT proficiency,
honesty, integrity, social harmony, national unity etc.
Score ; X/3

3 Product Originality. 3
Creativity and innovation.
Accuracy.
Score ; X/3

4 Project report Relevance. 2

Accuracy.
Coherence.
Score ; X/2
Total ……./10

NB: The table above will appear on the front page of the learner’s project report for marks
awarding.

2|Page watmonmaxwell@gmail.com
 4. ASPECTS TO BE EXAMINED AND SCORING BASED ON PHASES.

PHASE No ASPECT TO BE EXAMINED ALLOCATED

MARKS.
1 Title 2
2 Alignment to theme
PLANNING

3 Justification of the project

4 Methodology
5 Identification of materials and budget making
6 Organization. (was the project work organized? ) 3
7 Use of resources (how were the resources utilized?)
IMPLEMENTATION

8 Expression of Critical thinking and problem-solving skills

9 Expression of Creativity and innovation skills
10 Expression of Communication skills
11 Expression of Co-operation and learning skills
12 Expression of Calculation and ICT skills
13 Demonstration of Values in the project work.
14 Originality of the product. 3
15 Creativity of making the product
16 Innovation of the project
17 Accuracy / precision of the product.
PRODUCT

18 Testing of the product

19 Effectiveness and efficiency of the learner’s product in
solving the problem identified by the learner
20 Relevance of the report content 2
21 Accuracy of the report’s content
22 Coherence of the reports content
23 Relevance of the report’s format
24 Accuracy of the report’s format
REPORT

25 Coherence of the report’s format

26 Excellence of the whole report
Overall total marks 10

3|Page watmonmaxwell@gmail.com
 A. PHASE 1 AND 2.

No ASPECT TO BE MARKED ALLOCATED

MARKS.
PHASE 1: PLANNING.
A 1 TITLE 2
Did the learner write an appropriate project TITLE after
identifying a community a problem?
B 2 ALIGNMENT TO THEME
Was the learner’s problem aligned to any theme in the
subject?
C 3 JUSTIFICATION OF THE PROJECT
Did the learner write the objectives and benefits of their
project?
D 4 METHODOLOGY
Did the learner State an appropriate TANGIBLE PRODUCT to
make.
5 Did the learner explain how his/her product will work?
6 Did the learner think to draw or describe a plan /design of
their product?
7 Did the learner use Google/internet, book or skilled people, to
research on how his product is made?
8 Did the learner explain in details the step by step procedures
of making his or her product?
9 Did the learner explain how he/she will experiment to test
the effectiveness of their product? Were challenges and
solutions predicted?
10 Did the learner make a simple project work plan / schedule to
follow?
E 11 IDENTIFICATION OF MATERIALS
Did the learner identify materials to use and made a budget
for the project materials?
Total marks ( for phase 1) 2

4|Page watmonmaxwell@gmail.com
 PHASE 1: PROBLEM IDENTIFICATION, PROJECT PLANNING AND SCORE
DESIGN ACTION.
If the learner’s answer is correct and exhausts all point(s) / content 2 marks
required.
OR when point(s) given is/ are more than half of content required.
If the learner’s answer is correct but does not exhaust all point(s) or 1 mark
when point(s) given is/are below half of the point(s) needed by the
question.
If the learner’s answer is wrong. 0 mark
OR when a learner did not completely answer the question

No ASPECT TO BE MARKED ALLOCATED

MARKS.
PHASE 2: IMPLEMENTATION 3
F 12 ORGANIZATION.
Was the learner’s project work organized?
G 13 USE OF RESOURCES
Did the learner utilize the resources properly?
H GENERIC SKILLS
CRITICAL THINKING AND PROBLEM-SOLVING
14 Was the learner able to Plan and carry out investigations?
15 Was the learner able to Sort and analyze information?
16 Was the learner able to Identify problems and ways forward?
17 Was the learner able to predict outcomes and make reasoned
decisions?
18 Was the learner able to Evaluate different solutions?
CREATIVITY AND INNOVATION
19 Was the learner able to Use imaginations to explore
possibilities?
20 Was the learner able to Work with others to generate ideas?
21 Was the learner able to Suggest and develop new solutions?
22 Was the learner able to try out innovative alternatives?
23 Was the learner able to Look for patterns and make
generalizations?

5|Page watmonmaxwell@gmail.com
 COMMUNICATION
24 Was the learner able to Listen attentively and with
comprehension?
25 Was the learner able to Talk confidently and explain things
clearly?
26 Was the learner able to read accurately and fluently to others?
27 Was the learner able to Write and present coherently?
28 Did the learner use a range of media to communicate idea?
CO-OPERATION AND LEARNING
29 Was the learner able to Work effectively in diverse teams?
30 Was the learner able to Interact effectively with others?
31 Was the learner able to Take responsibility for own learning?
32 Was the learner able to Work independently with persistence?
33 Was the learner able to Manage goals and time?
CALCULATION AND ICT
34 Was the learner able to use numbers and measurements
accurately?
35 Was the learner able to Interpret and interrogate mathematical
data?
36 Was the learner able to use mathematics to justify and support
decisions?
37 Was technology used to create, manipulate and process
information?
38 Was technology used to collaborate, communicate and refine
their work?
I VALUES
39 Was the learner able to illustrate Peace and harmony in his/her
project?
40 Was the learner able to express Integrity and honesty?
41 Was the learner able to exhibit Patriotism in his/her project?
42 Was the learner able to show a positive attitude towards work?
43 Was the learner able to respect human rights?
44 Was the learner able to demonstrate Self-Control in the
project?
Total marks for phase - 2 3 marks

6|Page watmonmaxwell@gmail.com
 PHASE 2: PROJECT IMPLEMENTATION ACTION. SCORE
If the learner’s project work met all the desired generic skills or values 3 marks
expected.
If the learner’s project work met some desired generic skills or values 2 mark
expected.
If the learner’s project work met few desired generic skills or values 1 mark
expected.
If the learner’s project work did not meet the desired generic skills or 0 mark
values expected.

B. PHASE 3 AND 4.

No ASPECT EXAMINED ALLOCATED

MARKS

PHASE 3: PRODUCT. 3

J 45 ORIGINALITY.

Was the product honestly made by the learner him/herself?

And is there any uniqueness in the product presented?

K 46 CREATIVITY

Did the learner use any imagination or original ideas to create

the product presented, was there any inventiveness to make a

new and valuable product?

L 47 INNOVATION.

Does the product show that there will be practical

implementation of ideas that result in the introduction /

improvement of new goods or services to solve man’s problems?

M 48 ACCURACY.

Did the learner’s product possess high precision in solving the

problem he or she identified? Does the product possess the

7|Page watmonmaxwell@gmail.com
 quality or state of being correct or precise? Is there no fault

in the product?

N 49 TESTING

Was the experiment designed to test the product prototypes

authentic?

Did the test yield proper results about the working of the

product?

O 50 EFFECTIVENESS AND EFFICIENCY OF THE PRODUCT.

According to you as the teacher, did the product actually solve

the problem that the learner stated in reality based of the

experimental results after testing the product. If you

compare the money, time and other resources invested in

making the product, was there value for those resources? Was

there effectiveness?

Total marks for phase -3 3

PHASE 3; PRODUCT ACTION SCORE

TEACHER’S FINAL JUDGMENT OF THE PRODUCT

If the aspect examined in the learner’s product is expressed excellently. 3 marks

If the aspect examined in the learner’s product is good but not very 2 marks

excellent

If the aspect examined in the learner’s product is just quite good or to an 1 marks

average extent

If the aspect examined in the learner’s product is present but to a very 0 mark

small extent or is completely absent / lucking.

8|Page watmonmaxwell@gmail.com
No ASPECT EXAMINED
PHASE 4: PROJECT REPORT.
BASIS OF Criteria 1 Criteria 2 Criteria 3
EVALUATION RELEVANCE ACCURACY COHERENCE
REPORT SCORE 1
CONTENT If ALL the content written in If ALL the report’s If ALL content
the student’s report is content conforms to the presented in the
connected, correct and facts and real truth report connect to each
suitable for solving the known about the other smoothly,
problem that the student solutions, research logically, in choice of
identified. literature and the words and in a way that
OR If half or three student’s product give meaning to solving
quarters of the content OR If half or three the student’s problem
written in the student’s quarters of the report’s and product
report is connected, correct content conforms to the OR If 𝟏𝟐 or 34 of the
and suitable for solving the facts and real truth ideas presented in the
problem that the student known about the report connect to each
identified. solutions, research other smoothly,
OR If less than half of the literature and the logically, in choice of
content written in the student’s product words and in a way that
student’s report is connected, OR If less than half of give meaning to the
correct and suitable for the report’s content student’s problem and
solving the problem that the conforms to the facts product
student identified. and real truth known OR If less than half
about the solutions, ideas presented in the
research literature and report connect to each
the student’s product other smoothly,
logically, in choice of
words and in a way that
give meaning to the
student’s problem and
product
SCORE 0
If all the content written in If NONE of student’s If NONE of the ideas
the student’s report is NOT project report content presented in the

9|Page watmonmaxwell@gmail.com
 connected, correct and not conforms to the facts report connects to
suitable for solving the and real truth known each other smoothly,
problem that the student about the solutions, logically, in choice of
identified. research literature and words and in a way that
product he/she is give meaning to the
suggesting to bring student’s problem and
forth. product

FORMAT OF SCORE 1
THE REPORT If the following 5 or 6 If what is written in the If what is written in
aspects are present in the following 5 or 6 aspects the following 5 or 6
structure of a report. are the real facts and components e.g.: -
1. An INTRODUCTION that: truth known about what: 1. INTRODUCTION
- Introduces the writer’s - 2. Action plan and
Problem statement, the 1. An INTRODUCTION, budget
product to be made and The 2. A BODY, 3. Product making
project objectives, 3. CONCLUSION, procedure
2. A BODY that includes: - 4. and a project 4. Product testing
Procedure and materials for ANALYSIS experiment
implementation. Should contain. 5. CONCLUSION
3. A CONCLUSION that 5. If proper 6. ANALYSIS in the
shows Testing the product’s Punctuations in the work report connect to each
efficiency and effectiveness are rightly used within other smoothly,
4. ANALYSIS of the project statements of the logically, in choice of
work based on out puts. report. words and in a way that
5. Punctuated statements 6. If paragraphs are is clearly
6. Paragraphed work. correctly introduced understandable in line
with correct word with a true report
spellings and grammar / format order.
phrasing of statements NB. Emphasis is on the
in the report. flow and clarity of the
6 In the way they are
supposed to be
structured in a report.

10 | P a g e
watmonmaxwell@gmail.com
 SCORE 0
If all of the following 5 or 6 If NONE is written in If NONE is written in
aspects are NOT present in the following 5 or 6 the following 5 or 6
the structure of a report. aspects are NOT the components e.g.: -
1. An INTRODUCTION that: real facts and truth 1. INTRODUCTION
- Introduces the writer known about what: - 2. Action plan and
the Problem statement the 1. An INTRODUCTION, budget
product to be made and The 2. A BODY, 3. Product making
project objectives, 3. CONCLUSION, procedure
2. A BODY that includes: - 4. and a project 4. Product testing
Procedure and materials for ANALYSIS experiment
implementation. Should contain. 5. CONCLUSION
3. A CONCLUSION that 5. If proper 6. ANALYSIS in the
shows Testing the product’s Punctuations in the work report DO NOT
efficiency and effectiveness are rightly used within connect to each other
4. ANALYSIS of the project statements of the smoothly, logically, in
work based on out puts. report. choice of words and in
5. Punctuated statements 6. If paragraphs are a way that is clearly
6. Paragraphed work. correctly introduced understandable in line
with correct word with a true report
spellings and grammar / format order.
phrasing of statements NB. Emphasis is on the
in the report. flow and clarity of the
6 In the way they are
supposed to be
structured in a report.
Criteria 4 : EXCELLENCE
If there is an exceptional response unsolicited in the process of writing the
report
Total marks for phase 2 2

11 | P a g e
watmonmaxwell@gmail.com