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PROFESSOR: So when we're looking
at assessing the students,

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we're looking an awful lot at
their work on their project.

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More so than the
actual project itself.

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And we're also thinking
about what did they learn

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and what can they
demonstrate that they've

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learned from the project?

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So a fair chunk of
their assessment

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is making sure they're in
class and participating.

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And that's actually
separate from projects.

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And then, within
the project we're

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looking at how well they
managed and ran their project,

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and worked together on a group
to get their project done.

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And that, again, has less to do
with how the project turned out

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and more with how
they worked on it.

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We've got about an
equal chunk on does

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the project meet the
specified requirements

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for the assignment?

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As we say, we're not actually
looking for good games, here.

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We don't expect you guys
to come up with good games,

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given all the constraints we
piled and the time you have.

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What we want to know is, can you
make a reasonably complete game

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that fits all the requirements
we given you, and runs well?

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And then, the final chunk is
their own personal reflection.

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We ask after every project,
we ask each of them

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to write an essay, basically.

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It's a short essay.

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But it's talking about what
they did on their project, what

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worked well, what didn't work
well, what changes they would

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make to the process and to the
project on their next project,

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because we really want
them to be learning

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from these experiences.

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And so what we're
really looking for

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is proof that they
have learned something,

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and it's going to affect the
way they work going forward.