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    PBL Rubric

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    api-289247247

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    PBL Rubric

    Uploaded by

    api-289247247
    140 views2 pages

    Original Title

    pbl rubric

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    Copyright:

    © All Rights Reserved
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    140 views2 pages

    PBL Rubric

    Uploaded by

    api-289247247

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    P R O J E C T

    Essential
    Project Design
    Element

    Lacks Features of Effective PBL


    The project has one or more of the following
    problems in each area:

    D E S I G N

    R U B R I C

    Needs Further Development


    The project includes some features of
    effective PBL but has some weaknesses:

    Includes Features of Effective PBL


    The project has the
    following strengths:

    Key Knowledge, Student learning goals are not clear and


    Understanding
    specific; the project is not focused on
    & Success
    standards.

    The project does not explicitly target,
    assess, or scaffold the development of
    success skills.

    The project is focused on standardsderived knowledge and understanding,


    but it may target too few, too many, or
    less important goals.

    Success skills are targeted, but there may
    be too many to be adequately taught and
    assessed.

    The project is focused on teaching


    students specific and important
    knowledge, understanding, and skills
    derived from standards and central to
    academic subject areas.
    Important success skills are explicitly
    targeted to be taught and assessed,
    including critical thinking/problem
    solving, collaboration, and selfmanagement.

    Challenging
    Problem or
    Question


    The project is not focused on a central
    problem or question (it may be more
    like a unit with several tasks); or the
    problem or question is too easily solved
    or answered to justify a project.
    The central problem or question is not
    framed by a driving question for the
    project, or it is seriously flawed, for
    example:
    it has a single or simple answer.
    it is not engaging to students (it sounds
    too complex or academic like it came
    from a textbook or appeals only to a
    teacher).

    The project is focused on a central


    problem or question, but the level of
    challenge might be inappropriate for the
    intended students.
    The driving question relates to the
    project but does not capture its central
    problem or question (it may be more like
    a theme).
    The driving question meets some of the
    criteria (in the Includes Features column)
    for an effective driving question, but
    lacks others.

    The project is focused on a central


    problem or question, at the appropriate
    level of challenge.
    The central problem or question is
    framed by a driving question for the
    project, which is:
    open-ended; it will allow students to
    develop more than one reasonable
    answer.
    understandable and inspiring to
    students.
    aligned with learning goals; to answer it,
    students will need to gain the intended
    knowledge, understanding, and skills.

    Sustained
    Inquiry

    The project is more like an activity or


    hands-on task, rather than an extended
    process of inquiry.
    There is no process for students to
    generate questions to guide inquiry.

    Inquiry is limited (it may be brief and


    only occur once or twice in the project;
    information-gathering is the main task;
    deeper questions are not asked).
    Students generate questions, but while
    some might be addressed, they are not
    used to guide inquiry and do not affect
    the path of the project.


    Inquiry is sustained over time and
    academically rigorous (students pose
    questions, gather & interpret data,
    develop and evaluate solutions or build
    evidence for answers, and ask further
    questions).

    Inquiry is driven by student-generated
    questions throughout the project.

    For more PBL resources, visit bie.org

    2015 BUCK INSTITUTE FOR EDUC ATION

    Project Design Rubric / Page 2

    Authenticity

    The project resembles traditional


    schoolwork; it lacks a real-world
    context, tasks and tools, does not make
    a real impact on the world or speak to
    students personal interests.

    The project has some authentic features,


    but they may be limited or feel contrived.

    The project has an authentic context,


    involves real-world tasks, tools, and
    quality standards, makes a real impact
    on the world, and/or speaks to students
    personal concerns, interests, or identities.

    Student Voice
    & Choice

    Students are not given opportunities to


    express voice and choice affecting the
    content or process of the project.
    Students are expected to work too much
    on their own, without adequate guidance
    from the teacher and/or before they are
    capable.

    Students are given limited opportunities


    to express voice and choice, generally in
    less important matters (deciding how
    to divide tasks within a team or which
    website to use for research).
    Students work independently from the
    teacher to some extent, but they could do
    more on their own.

    Students have opportunities to express


    voice and choice on important matters
    (questions asked, texts and resources
    used, people to work with, products to
    be created, use of time, organization of
    tasks).
    Students have opportunities to take
    significant responsibility and work as
    independently from the teacher as is
    appropriate, with guidance.

    Reflection

    Students and the teacher do not engage in Students and teachers engage in some
    reflection about what and how students
    reflection during the project and after
    learn or about the projects design and
    its culmination, but not regularly or in
    management.
    depth.

    Students and teachers engage in


    thoughtful, comprehensive reflection
    both during the project and after its
    culmination, about what and how
    students learn and the projects design
    and management.

    Critique &
    Revision

    Students get only limited or irregular


    feedback about their products and workin-progress, and only from teachers, not
    peers.

    Students do not know how or are not
    required to use feedback to revise and
    improve their work.

    Students are provided with regular,


    structured opportunities to give and
    receive feedback about the quality of
    their products and work-in-progress from
    peers, teachers, and if appropriate from
    others beyond the classroom.
    Students use feedback about their work to
    revise and improve it.

    Public
    Product

    Students do not make their work public


    Student work is made public only to
    by presenting it to an audience or offering
    classmates and the teacher.
    it to people beyond the classroom.
    Students present products, but are not
    asked to explain how they worked and
    what they learned.

    For more PBL resources, visit bie.org

    Students are provided with opportunities


    to give and receive feedback about the
    quality of products and work-in-progress,
    but they may be unstructured or only
    occur once.
    Students look at or listen to feedback
    about the quality of their work, but do
    not substantially revise and improve it.

    Student work is made public by


    presenting or offering it to people beyond
    the classroom.
    Students are asked to publicly explain the
    reasoning behind choices they made, their
    inquiry process, how they worked, what
    they learned, etc.

    2015 BUCK INSTITUTE FOR EDUC ATION

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