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BBC micro:bit project

Assessment ideas

Years 5-6

Students maintain a project log as evidence towards their work on creating a digital solution using the BBC: micro:bit. The teacher assesses the student’s knowledge and skills using the student’s project log, self-reflection and think aloud.

BBC Micro:bit
BBC Micro:bit project


This task can be used for formative assessment purposes or as a summative assessment to assess what students have learned as a result of programming a BBC micro:bit to create a digital solution. It would be expected that the task be undertaken over at least 3-5 one-hour sessions.

The task is for students to create a digital solution that incorporates the use of the BBC micro:bit. The task is open-ended and relies on the student selecting a project that is within their skills and capabilities in relation to programming the BBC micro:bit.

Prior to implementing their programming, students develop a design that shows an algorithm of the program. Students are to keep a Project log to record a description of the project, what they did recording the date worked on, what they had trouble with and how they felt in each session. They also tick off ‘I can statements’ that relate to particular programming skills.

At the completion of the project they complete a self-reflection and record a ‘think aloud’ on their project. (Limit the video recording to a maximum of 2 min).

Formative assessment

Discuss the Self-reflection handout and associated rubric before starting the project so students are aware of how they are being assessed.

Prior to implementing the programming element of the task discuss the students design and algorithm. Is it logical? Does it show how users interact with it? Does it include any decisions (branching)? Are their parts of the code that is repeated and hence able to include loops of that program? Are their parts of the program which they are unsure about creating? How might they overcome this challenge?

Use the project log to guide discussion to ascertain how students are progressing. Take note of any challenges they have encountered and ask how they are going to overcome these. This may require sourcing assistance from:

  • a person with relevant skills in the class
  • YouTube tutorials or online BBC mico:bit help references
  • Copying and remixing existing code from a similar project found online or in class or provided by you.

Summative assessment

Collect four pieces of evidence to assess students on this task.

  1. Design
    • Students provide a document of their design that they created before implementing their digital solution.
  2. Project log
    • Students provide their completed project log and use it to discuss how they progressed on the project and how effectively they used their time.
  3. Self-reflection
    • Ask students to use the Self-reflection handout to self-assess themselves against the rubric supplied.
  4. Think aloud
    • Ask students to create a brief presentation ‘think aloud’ that explains how they designed and created their digital solution. They could record a video of themselves on a tablet device. You may use platform such as Seesaw to streamline the process. Alternatively students could create a brief slide presentation incorporating photographs and text.
    • Use the assessment checklist to record specific detail of their design and programming skills and knowledge.

Assessment Checklist

This assessment checklist provides a guide to record the student’s demonstrated skills and knowledge.

Word and pdf versions of the checklist can be dowloaded in the resources section.

Demonstrated knowledge/skillsYes/No or progressingComments

The student documented their design before implementing their digital solution.

In their design the student includes:

  • the design identifies a problem and how their solution will address the problem.
  • data and functional requirements are identified
  • an algorithm that shows decisions (branching), user input and any loops (repetition)
  • a logical sequence to help programming the solution

The student project log is completed and includes:

  • challenges and how they overcame them
  • dates of sessions
  • an indication of skills used or developed

The student completed the self-reflection which provides:

  • an accurate indication of their skills and knowledge
  • an accurate indication of their performance

The students use record a video or create a brief presentation to explain their project including such things as:

  • A project description and what problem they are solving
  • The digital solution in action
  • an accurate explanation of the way the program works
  • reference to user input, decisions and loops
  • an evaluation of the solution compared to the initial design and intention (how well does it work? )

The student can:
(list key ideas explained confidently)

The student would benefit to next work on:
(list key ideas that were not evident or not demonstrated to a sufficient level)