How should I grade a take-home science model when the craftsmanship and the child's explanation don't match?
Education"Dad did the clouds. I chose where the arrows went." The pupil sounded pleased, not worried, as he showed me a water-cycle model with lights inside the mountain. Then I asked what condensation meant, and he read the label back to me.
I set the project for my primary class. The sheet said the model would count for 20% of the unit grade, with marks for accurate labels, explanation and presentation. I encouraged families to use materials they had at home, but I didn't explain how much adult help was appropriate.
One child brought a cereal-box model and gave a clear explanation of where the water went. Another parent emailed to say they had spent $28 on supplies and several evenings building, and hoped the work would be recognised. I'm realising that my cheerful 'make it creative' instruction produced very different assignments in different homes.
I don't want to assume every polished model is an adult's work. I also can't pretend a well-made mountain tells me what its owner understands. Changing the criteria after families have followed them feels unfair in another way. How can I handle this set of grades consistently, and what should I say to the parent before setting the next project?