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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselves especially well for PBL because they can capture a complex range of criteria in an organized and clear way.

http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=4&section_id=1&

http://bie.org/object/document/project_design_rubric#

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Peer assessment not only not only implies having students to mark each other's work. Students collaborate to improve their learning, commenting on each other's activities, giving each other's advice. In this way, students are involved in their assessment and learning process.
According to the ladder of feedback students formulate their assessment in the following way:

a. asking for clarification

b. comments of value

c. comments of concern

d. suggestions for revision

students may also base their feedback on the rubric you have created with them

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THE ROOT OF THE WORD "ASSESSMENT" IS FROM THE LATIN "ASSIDERE"
WHICH MEANS "TO SIT BESIDE"

In my country we are free to assess students in many different ways, as it has been agreed within each disciplinary department and approved by the Board of teachers.  We have formative and summative tests, and also interdisciplinary tasks with an assessment grid which each discipline involved has to fill in. We usually share each decision and make students aware of the assessment criteria which will be used in a test.

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Modulo 3 Resilience - staying with problems.  

During my
first year as a secondary school teacher on a permanent job, I had to cope with
students coming from high social level families and even colleagues' children.  Parents didn't just take part in their
children's school life and experience, they used to interfere and intrude in
the teachers' decisions and even assessment. I found it very difficult to face
the situation on my first teaching experience, but I stuck to my principles and
tried to involve them as much as I can in the learning process of their
children (assigning, for example, follow up activities where students had to
interview their parents or other family members to get information for a
project or a research, or even exploiting their parents professional skills,
..., sharing my evaluation with students and also promoting self-evaluation).
On the other hand I made clear on any occasion that I didn't feel biased and
didn't accept any intrusion on the basis of external connections. It was really
difficult, but I think my behaviour was eventually appreciated. 

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Modulo 3 Resilience - staying with problems.  

During my
first year as a secondary school teacher on a permanent job, I had to cope with
students coming from high social level families and even colleagues' children.  Parents didn't just take part in their
children's school life and experience, they used to interfere and intrude in
the teachers' decisions and even assessment. I found it very difficult to face
the situation on my first teaching experience, but I stuck to my principles and
tried to involve them as much as I can in the learning process of their
children (assigning, for example, follow up activities where students had to
interview their parents or other family members to get information for a
project or a research, or even exploiting their parents professional skills,
..., sharing my evaluation with students and also promoting self-evaluation).
On the other hand I made clear on any occasion that I didn't feel biased and
didn't accept any intrusion on the basis of external connections. It was really
difficult, but I think my behaviour was eventually appreciated. 

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2.6 P2P - Building your PBL Learning Design
https://v.gd/BJkIRn

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Effective collaboration is one
of the main aspects of PBL. Yet it is also a very difficult objective to
achieve, on account of a set of consolidated attitudes shared by my students.
Individualism prevails and learning is seen as something given for granted at
the end of the lesson depending on the teacher's ability to transmit his
knowledge. Group organization is still a problem for me and requires a careful
distribution of tasks, because students tend to lean on brighter and more
motivated students, skipping their duties and responsabilities.

 

2.4 Finding collaboration
partners outside the classroom

My school is a secondary school for vocational studies, and it has quite
a lot of contacts with local professionals and a quite big network of collaborations
with educational and work organizations. We are also involved in the project of
ALTERNANZA SCUOLA /LAVORO aiming at promoting 
work placement and internship experiences. On
the other hand, parents are hardly ever willing to take part in the learning
process of their children. They don't even feel bothered  to get their
school report at the end of the term. Unemployment and cultural stagnation are
crucial social issues in the town where I live.

# data[].attributes.subject
Effective collaboration is one
of the main aspects of PBL. Yet it is also a very difficult objective to
achieve, on account of a set of consolidated attitudes shared by my students.
Individualism prevails and learning is seen as something given for granted at
the end of the lesson depending on the teacher's ability to transmit his
knowledge. Group organization is still a problem for me and requires a careful
distribution of tasks, because students tend to lean on brighter and more
motivated students, skipping their duties and responsabilities.

 

2.4 Finding collaboration
partners outside the classroom

My school is a secondary school for vocational studies, and it has quite
a lot of contacts with local professionals and a quite big network of collaborations
with educational and work organizations. We are also involved in the project of
ALTERNANZA SCUOLA /LAVORO aiming at promoting 
work placement and internship experiences. On
the other hand, parents are hardly ever willing to take part in the learning
process of their children. They don't even feel bothered  to get their
school report at the end of the term. Unemployment and cultural stagnation are
crucial social issues in the town where I live.

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Collaboration at school
implies a complete change in perspectives. I chose this picture, because it
well exemplifies a new way of conceiving the lesson and the class activity.
They are no longer teacher-centred and students take up the responsability of
their learning putting on the table all their sense of initiative.
Technology  offers a lot of support, but each student can freely choose
his/her personal paths in a relaxed and productive athmosphere of discussion
and group sharing.

 

# data[].attributes.subject
Collaboration at school
implies a complete change in perspectives. I chose this picture, because it
well exemplifies a new way of conceiving the lesson and the class activity.
They are no longer teacher-centred and students take up the responsability of
their learning putting on the table all their sense of initiative.
Technology  offers a lot of support, but each student can freely choose
his/her personal paths in a relaxed and productive athmosphere of discussion
and group sharing.

 

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Lecce (Italy)

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Hi, everybody! I'm Elena Balestrieri and teach English at a secondary school for vocational studies with  different kinds of courses: media and communication, fashion, graphic design, tourism and commerce.

The school is situated in the south of Italy, exactly in Lecce, a picturesque baroque town in the Apulia region.