**Status:** Proposal (pending Jeremy's approval)

**Created:** 2026-04-12

**Source:** TKT-005 --- C1-2 Assessment Package

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This checkpoint gates C1-2 (Writing Test). A student who completes all items has a solid project board and genuinely understands their tasks before the writing test. A student who hasn't completed the checkpoint sits the test with limited knowledge of their own plan --- naturally lower marks.

Students can check each item themselves before the lesson:

1. **Gantt chart format using software** --- Project plan is in Gantt chart format (GitHub Projects Roadmap View or equivalent). Each task shows as a bar with a start and end date on a timeline. Not just a task list.

2. **PSM stages for U3O2 covered** --- Chart includes tasks for Analysis (data collection, functional requirements, constraints, SRS) and Design (design ideas, evaluation criteria, detailed designs).

3. **PSM stages for U4O1 covered** --- Chart includes tasks for Development (setup, core features, GUI, documentation) and Evaluation (validation, testing, beta testing, evaluation against criteria).

4. **Reasonable task granularity** --- Each PSM stage has at least 2--3 specific activities. Not just 3--4 giant blocks. A teacher looking at the chart can see what the student is actually planning to do.

| Check | What to look for |

|-------|-----------------|

| Gantt format | Tasks display as bars on a timeline in Roadmap View. Not a plain list. |

| Both units | U3O2 tasks (analysis, design) AND U4O1 tasks (development, evaluation) are present. |

| Task granularity | 10+ tasks across stages, not just 3--4 giant blocks. |

| Quick verbal | "Point to one task and tell me why it matters for your project." Specific answer = ready. |

| Area | Prompt |

|------|--------|

| Not Gantt format | "Switch to Roadmap View. Each task needs a start and end date so it shows as a bar." |

| Missing U4O1 | "Where is development and evaluation? Your chart needs both units." |

| Missing U3O2 | "Where are analysis and design? Those come first." |

| Tasks too coarse | "Break 'Development' down. What does development look like for your project?" |

| Tasks too vague | "'Do research' --- research what, specifically? What data are you collecting?" |

| Ready for depth | "In the writing test, you will need to explain why tasks matter to your project specifically." |

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**Where:** C01-2026 checklist, under "Project Plan (C1-2)" section, before the assessment tasks.

**Suggestion:** Group the existing learning tasks (PSM overview, set up GitHub Projects, add tasks, Gantt chart resources) under a "Checkpoint B tasks" heading. Add the self-check criteria above as the readiness gate before the writing test.

**Additional learning task proposal:** Add "Task relevance drill" --- pick 3 tasks from your board, write 2--3 sentences each explaining why they matter for your project. This is direct practice for the writing test and can be done as homework or in-class warm-up.

**Note:** The full assessment package (teacher protocol, marking guide, scoring guide) is in `SD26-Teachers/sat/C01-2026/C01-2-Assessment-Package.typ`. This wiki page covers only the checkpoint criteria suitable for the student-facing checklist.

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The assessment package proposes **closed book** (no notes, no printed plan) for the writing test. This tests genuine understanding rather than ability to read a chart.

**Alternative:** Allow printed Gantt chart as reference. Shifts test from "do you understand?" to "can you explain?" --- less discriminating for authenticity.

Jeremy needs to decide before the test runs.