I am interested in hearing alternate approaches to assessing projects other than using rubrics. I want to begin moving away from rubric use, as I have experienced students tend to work to satisfy the rubric rather than focus on the process of learning (isn't a rubric just another way of answering the student question "What do I need to do to get an A on the project?").
While a rubric can be constructed so as to avoid prescriptive language, and consequently prescriptive projects, they then become less effective in assessing the project overall. Further, I am hoping to encourage a more "learning for it's own sake" environment, rather than learning to get a grade as described by the rubric.
Is anyone using pure narratives/personal reflections as the sole project assessment tool? If so, what are students asked to write? Personal reflections on what was learned through the project? Summary of project goal achievement? What are you looking for in the narratives as evidence of true learning?
Gloria Becker on 24 Jul 14Prayer has become more meaningful, intentional, and personal for fourth graders at Temple Beth Shalom in Needham, Massachusetts, thanks to Project Based Learning (PBL). The fourth graders created a siddur all their own that is now used by their fellow students in K-5 classes. Guided by questions about why people pray and the importance of the siddur, the fourth graders worked in groups based on their interests. One group was in charge of siddur design and layout, a second group focused on kavanah, a third group worked on the siddur's illustrations and graphics, and another group decided on the siddur's content and the order of the prayers. Students combed through a library of siddurim as research, interviewed people about what's important to include in a siddur, and reflected on their own prayer in the process. The project culminated in a dedication ceremony for the new siddur.
