Let It Roll Assessment
This end-of-unit assessment sheet allows students to reflect on the outcomes of their rolling toy project. It includes sections on testing performance, sustainability, design reflection and personal thinking.
Students are prompted to evaluate how well their toy rolled, how they used recycled materials, what worked (or didn’t) and what changes they made or would make next time. Ideal for self-assessment, showcasing understanding and supporting teacher feedback.
Learning goals
- We are learning to sequence steps for making designed solutions cooperatively.
- We are learning to identify how familiar products, services and environments are designed and produced.
- We are learning to explore how technologies including materials affect movement in products.
- We are learning to generate and communicate design ideas through describing, drawing, or modelling.
- We are learning to use materials, components, tools, equipment and techniques to safely make designed solutions.
- We are learning to evaluate the success of design ideas and solutions.
- We are learning to identify how people design and produce familiar products, services and environments to meet personal and community needs.
- We are learning to explore how technologies use forces to create movement in products.
- We are learning to explore the characteristics and properties of materials and components used to produce designed solutions.
- We are learning to generate, develop and record design ideas through describing, drawing and modelling.
- We are learning to use personal preferences to evaluate the success of design ideas, processes and solutions, including their care for the environment.
- We are learning to explore needs or opportunities for designing and the technologies needed to realise designed solutions.
- We are learning to sequence steps for making designed solutions and work collaboratively.
Curriculum alignment
Identify how familiar products, services and environments are designed and produced by people to meet personal or local community needs and sustainability
AC9TDE2P04 9Sequence steps for making designed solutions cooperatively
AC9TDE2K02 9Explore how technologies including materials affect movement in products
AC9TDE2P03 9Evaluate the success of design ideas and solutions based on personal preferences and including sustainability
AC9TDE2P02 9Use materials, components, tools, equipment and techniques to safely make designed solutions
AC9TDE2P01 9Generate and communicate design ideas through describing, drawing or modelling, including using digital tools
ACTDEP007 8.4Use materials, components, tools, equipment and techniques to safely make designed solutions
ACTDEP009 8.4Sequence steps for making designed solutions and working collaboratively
ACTDEP005 8.4Explore needs or opportunities for designing, and the technologies needed to realise designed solutions
ACTDEP008 8.4Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
ACTDEP006 8.4Generate, develop and record design ideas through describing, drawing and modelling
ACTDEK004 8.4Explore the characteristics and properties of materials and components that are used to produce designed solutions
ACTDEK002 8.4Explore how technologies use forces to create movement in products
ACTDEK001 8.4Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
• Allow verbal or scribed answers for students with writing difficulties.
• Use visuals or sentence starters for younger learners.
• Conduct the assessment in small groups or as a guided discussion.
Extensions
• Pair with photos or video clips of the toy test for a multimedia reflection.
• Turn responses into a short oral presentation or class share circle.
• Include this sheet in student portfolios for reporting or parent-teacher interviews.