I think that a major part of this process is making sure that you obtain feedback from your teacher about what you have developed and how the teacher would assess it. Students advocating for themselves in seeking feedback about their work is important for a couple of reasons. The first is that I think that it opens the lines of communication between teacher and student. It is important for these lines to be open so that clear and transparent understanding can emerge about how students can be more successful in the process of assembling quality work products. The second point to be made here is that it is important for students to get feedback on their work as it helps to increase clarity of teacher expectations. If you are able to get feedback from the teacher about what you have done, you are essentially able to understand more of your teacher's demands. This helps the instruction process, but also helps out in your grade as the feedback you are obtaining is coming from the source who will be grading your work. We see this in writing, when a student gets feedback from the teacher about their writing, helping to make stronger writing products and a stronger intellectual relationship between student and teacher. If you cannot get feedback on your work, I would suggest reviewing the task description and rubric as part of the process of examining where your work falls in its assessment.