Brodie, Lyn and Gibbings, Peter (2009) Comparison of PBL assessment rubrics. In: REES 2009: Research in Engineering Education Symposium, 20-23 Jul 2009, Cairns, Australia.
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This paper investigates the development and use of a comprehensive marking rubric for assessing team-based project work in a core first year problem-based learning (PBL) course. Students work in teams of up to eight to solve open-ended engineering problems and submit their solutions in a project report. The marking rubric is designed to assess all required aspects of the submissions including technical components and reflective aspects where teams reflect on their progress and problems to date and plan for future improvement. Team submissions may be assessed by any one of eleven different markers. Analysis of marking from earlier course offerings shows that this assessment was not consistent between markers, nor did it give constructive feedback to the students. As a consequence the marking rubric was redesigned and was evaluated against earlier marking schemes for consistency between markers and repeatability. Results indicate that new rubric is consistent and repeatable across markers with the exception of one criterion which needs further development.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Paper no. 27 Copyright is held by the Authors. Deposited with permission of authors.|
|Uncontrolled Keywords:||assessment; rubrics; problem-based learning|
|Subjects:||330000 Education > 330100 Education Studies > 330109 Assessment and Evaluation|
|Depositing User:||Ms Lyn Brodie|
|Date Deposited:||18 Nov 2009 00:45|
|Last Modified:||02 Jul 2013 23:21|
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