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LESSON 3.1 APPLY A PROJECT RUBRIC

From KNILT

Rubrics are guides for assigning scores that accurately reflect achievement. Rubrics are not a form of assessment, rather they are criteria for making an assessment. When a rubric is defined, learners know exactly what is expected from them. Student performance and understanding is assessed based on the standards that need to be met, and where students are in their project in relation to where they need to be.


Instructors can choose to develop team rubrics, which state the expectation of each team member, or they can develop project rubrics.


Team Rubric:

  • How well are the members participating?
  • How engaged are they in the process?
  • Watch the group dynamic -> Assess the outcome


Project Rubric:

  • What is required for project completion?
  • What is final product: A document? A multimedia presentation? A poster? A combination of products?
  • What does a good report, multimedia presentation, poster, or other product look like?
  • Make the requirements clear to the students so they can all meet with success.


Guidelines for Developing a Rubric:

  • Determine which concepts, skills, or performance standards you are assessing.
  • List the concepts and rewrite them into statements that reflect both cognitive and performance components.
  • Identify the most important concepts or skills being assessed in the task.
  • On the basis of the purpose of the task, determine the number of points to be used for the rubric (example: 4- point or 6- point scale).
  • Starting with the desired performance, determine the description for each score, remembering to use the importance of each element of the task or performance to determine the score or level of the rubric.
  • Compare student work to the rubric. Record the elements that caused you to assign a given rating to the work.
  • Revise the rubric descriptions based on performance elements reflected by the student work that you did not capture in your draft rubric.
  • Rethink your scale: Does a [ ]-point scale differentiate enough between types of student work to satisfy you?
  • Adjust the scale if necessary. Reassess student work and score it against the developing rubric.


Below are example rubric categories that can used for assessment of student PBL projects:


Drawing Conclusions (Points):

  • 4 - Draws a conclusion that is supported by data and gives supporting evidence for the conclusion.
  • 2 - Draws a conclusion that is supported by data but fails to show any evidence for the conclusion.
  • 1 - Draws a conclusion that is not supported by data.
  • 0 - Fails to reach a conclusion.


Cooperative Learning (Points):

  • 4 - The student actively listens to and values the opinion of others.
  • 3 - The student actively listens to, but it is not evident that he or she values the opinion of others.
  • 2 - The student listens to but does not value the opinion of others. OR, the student values the opinion of others but does not listen to them.
  • 0 - The student does not listen to and does not value the opinion of others.


Product (Points):

  • 6 - The product shows evidence that the student reached valid conclusions based on data analysis and displayed the results of the analysis in appropriate formats.
  • 4 - The product shows evidence that the student reached valid conclusions based on data analysis but displayed the results of the analysis in inappropriate formats.
  • 2 - The product shows evidence that the student reached conclusions not based on data analysis and displayed the results of the analysis in appropriate formats. OR, the product shows evidence that the student reached valid conclusions based on data analysis but lacked evidence of the analysis.
  • 0 - The product shows no evidence of analysis.


Activity 1:

Using the information located in this lesson and your prior knowledge of rubrics, create a project rubric that applies to the PBL lesson plan you are developing.


Activity 2:

For this activity, post you lesson plan draft and project rubric to the online discussion forum. Review two of the other participant's draft's, then collaborate in peer review and offer feedback.


Reference

Exploring the Environment. (n.d.). Developing Rubrics for PBL Projects. Retrieved from http://ete.cet.edu/gcc/?/pbl_developing/


COURSE NAVIGATION

MOVE ON TO LESSON 3.2 APPLY ASSESSMENT THROUGHOUT A PROJECT

GO BACK TO Module 3: APPLYING PROJECT-BASED LEARNING ASSESSMENT

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