Comparison of PBL assessment rubrics

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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Abstract

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.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Paper no. 27 Copyright is held by the Authors. Deposited with permission of authors.
Depositing User:	Ms Lyn Brodie
Faculty / Department / School:	Historic - Faculty of Engineering and Surveying - Department of Electrical, Electronic and Computer Engineering
Date Deposited:	18 Nov 2009 00:45
Last Modified:	02 Dec 2015 02:49
Uncontrolled Keywords:	assessment; rubrics; problem-based learning; higher education research
Fields of Research :	13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy 20 Language, Communication and Culture > 2001 Communication and Media Studies > 200105 Organisational, Interpersonal and Intercultural Communication 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective:	E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI:	http://eprints.usq.edu.au/id/eprint/5480

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