61 Future Forwards: Exploring Frontiers in Education
align with Next Generation Science Standards. While this rubric is not used
in other assessments throughout the year the language is aligned with the
rubrics used in lab reports. This consistency allowed students to focus on
the uniqueness of this investigation without adapting to a new form of
evaluation. Our intent was to use this project to support the Engineering
strand of NGSS and transition to the criteria used in the IB Group 4 Science
curriculum. What we found is that by this point students were fully vested
and committed to creating presentations that engaged their peers with the
problems they began solving. Students were not grade centered, but rather
eager to share their work with others. The presentations served as a conduit
for students to engage with major global challenges, search for specific
solutions, and create evidence-based viable alternative for the challenge.
The following goals of the presentation were provided to each student to
guide them through the shaping of their work.
Does your presentation contain the following?
• A defined, clear research question that addresses your wicked problem
• A description of the challenge with a rationale for why it is a major
global challenge
Qualitative and quantitative evidence is provided describing the
extent and depth of the problem if it remains unsolved
• A completed matrix that ranks constraints/specifications and solutions
and scores each solution
Defined constraint/specification are included that are quantitative
or qualitative
• A clearly identified, evidence-based viable alternative solution(s)
The physical system your problem is embedded into, including the
major elements and relationships in the system, is identified and
described
The major societal needs/wants related to problem are identified
and described
