Lesson plan for Extended Project
• All will be able to define evaluation.
• Most will be able to assess the quality of an evaluation.
• Some will be able to suggest clear improvements which could be applied to
Differentiation: You may want to consider putting differing ability pupils together. To
encourage the more reticent to speak you could have a ‘no hands’ lesson, when
taking response to questions.
Resources: Evaluating power point. Juggling balls, props to show ways we evaluate
e.g. hot cup of black coffee (evaluate by smelling and giving verbal feedback), a
piece of music pupils could give a score for. Scenarios (put onto cards?) Evaluation
Learning styles catered for: VAK.
Lesson length: 1 hour (you may feel this warrants being completed over 2 lessons to
allow full discussion)
Starter: Ask the question – How can we evaluate work? Get pupils to discuss in pairs
for one minute and write a list of ways. This could be turned into a competition where
a prize (or credit?) is awarded for the best list or most inventive way of evaluating.
If pupils get stuck for ideas show them the visual clues on the screen or you could
have props for them to evaluate e.g. blindfold a volunteer and get them to put their
hand in a box and evaluate what they feel or get them to smell or taste a drink.
Show the 4 definitions and get class to decide on which is the most accurate
definition of evaluate.
1) Scenarios (20 mins) for why it is useful to evaluate at different stages in a project.
This could be done in pairs or small groups. You may also want to consider whether
all groups have all scenarios or whether they have a couple and then swap them. Or
they could work on 2, then join another group and have to discuss their findings with
the other people and vice versa.
Highlight to pupils that evaluation does not have to be an onerous task (done at the
end of the project), it can be relatively quick but could be very useful as it could make
you re-focus and eventually have more success with the finished work, rather than
just ploughing on regardless!
2) Examples of evaluations (20 mins)
Again decide how you want to arrange the class. There are three examples of
evaluations. Pupils should say whether the evaluation is useful (perhaps highlighting
useful phrases) and why. If they feel it is not a useful evaluation suggest what could
be done to improve it. What questions do they need to answer?
Show the hamburger of feedback and discuss it. Suggest why we should try and use
this? (We seem pre-disposed to look at the bad rather than focus on the good and
then realistically suggest ways to improve)
5-8 minutes Ask for 2-3 volunteers (but do not tell them why!) Give them some balls
and ask them to juggle. Let them have 2 tries each and then ask them to evaluate
their performance. Reminding them of what went well, any problems they faced and
how they could have improved. If pupil struggles for what went well remind them they
freely volunteered for an unknown task (how many others did that?)
May want to as a class or groups/individual work on what questions are useful to
answer as part of an evaluation and also emphasise that evaluation should be an
ongoing process not a one off piece of work tagged on to the end of your project.
Some examples (no particular order!)
What did you want to achieve but have not been able to?
What was the most successful part of your project?
If you have more time what would you develop further?
What skills do you feel you have learnt or developed?
What problems did you encounter and how did you overcome them?
What other solutions were there that you could have used?
Why did you reject certain ideas/resources?
What was I aiming for when I did that?
What exactly did I do? How would I describe it precisely?
Why did I choose that particular action?
What theories/models/research informed my actions?
What was I trying to achieve?
What did I do next?
What were the reasons for doing that?
How successful was it?
What criteria am I using to judge success?
What alternatives were there?
Could I have dealt with the situation any better?
How would I do it differently next time?
What do I feel about the whole experience?
What knowledge/values/skills were demonstrated?
How did the client feel about it?
How do I know the client felt like that?
What sense can I make of this in the light of my past experience?
Has this changed the way in which I will do things in the future?
Good phrase: how could you improve the quality of the outcome?
Sally’s project involves organising a gig for her friend’s band. The venue is
booked, the band have chosen their set list and outfits and 100 tickets
have been sold. It is 3 weeks before the concert and Sally gets a phone
call from the manager of the Viper Club telling her there was a fire and
the building has been damaged. It is going to be closed for at least 3
Colin loves all things relating to dancing and wants to do a project on this.
So far he has found 50 websites, lots of books and visited his local dance
hall. Where does he go from here?
Annette has designed and made a bunny fancy dress costume for her
friend to wear at her 18th birthday party. Her friend is really pleased
with the way the costume has turned out but the night of the party
Annette helps her friend into the costume but it rips near the tail as she
is putting it on.
Pardeep has almost completed her project which is a dissertation on
which came first the chicken or the egg. Unfortunately she feels she is
unable to make a decision about this and now has to write her evaluation.
Give her some advice on what to include in the evaluation.
Mark has chosen the character xxxxx from yyyyyyy. He intends to study
this character and as his final piece of work, produce a performance
based on him/her. He has completed his research and only managed to
find the 5 lines he/she has in the play. Why might now be a good time to
evaluate Mark’s work?
(BAD EXAMPLE! Of evaluation.) – Do not include this heading!!
1) When is a war ever just? Dissertation was the final outcome.
Evaluation: I don’t think I achieved what I wanted, due to lack of interest and lack of effort.
There wasn’t much information around on the just war theory applied to actual wars, just
on what a just war actually is.
I believe that during the information gathering process I did rather well, and managed to
collate the information. But when it came to the actual essay writing I did din’t progress as
well as I hoped.
I would decide to do an artefact instead of a dissertation.
I have lernt that my interest in the area wasn’t as big as I thought, and that my essay writing
skills aren’t too good, so in the future I s hould choose a subject I enjoy and improve my
essay writing skills.
(BAD EXAMPLE! Of evaluation.)
2) Steam boat/train. Artefact was the final outcome.
Evaluation: I believe I have fulfilled my initial aim of building a steamboat. I
couldn’t do any of the building over the summer like I wanted to but I
managed to cram all the building into the time I had.
If I had more time I might have made the design of the hull more artistic and
(GOOD EXAMPLE! Of evaluation.)
3) Why a particular disease is so difficult to manage in a hospital. Dissertation
was the final outcome.
Evaluation: I felt a huge sense of achievement on completing my project,
especially as the presentation allowed me to summarise and show off
everything I have learnt. Undertaking the project has been an extremely
valuable learning experience, from becoming more familiar with the basics of
researching to confirming my fascination with health related issues. I have
learnt about topics far beyond areas I am studying at A level, which
increased my enthusiasm to study medicine at university. My determination
to be a doctor has been strengthened due to my indepth research on the
NHS and the interest I felt by academic debates. I now understand the
importance of time efficiency and being able to locate and identify only
necessary sources when undertaking such a detailed study. The drafting and
editing of written work is very time consuming and complex, with the need to
remain focussed and to write concisely as possible throughout. I feel I have
gained many insights and improved my English skills from completing the
project, and suspect I have gained advantages if I go on to use problem
based learning at university – I may have to produce smaller, but similar,
projects on health problems.
Making logical plans, remaining unbiased, making notes in a functionable
manner and researching broad varieties of information are areas I will use
and develop in the near future.
If I were to do the project again I would study a similar topic as there is so
much information available and new issues are appearing all the time, as
well as the fact I find the area so interesting – health is one of the most
important factors in a person’s lifetime and I wish to study this further.
However, I would set a cut off date when collecting new information and I
would also try to actually visit and inspect a hospital and the conditions.
When offering advice I would emphasise the need to start research early,
gather enough material to write a detailed project, make thorough and
concise plans as well as using a wide range of methods to collect
information. I would also suggest researching a topic with current interest as
this creates more debates and interest. I would also suggest planning the
presentation well and to be confident. I feel my presentation went well and
included lots of information without it being too complicated, yet I would like
to have been more confident and made more eye contact with the audience.