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?
Michelle Krill on 07 Dec 11"Last month we released Projects for all our education wikis. Our intention was to give you a better tool for group work, but, as many of you have pointed out, they're also great for project-based learning. Project-based learning, or PBL, grew out of early 20th century education reform, like the works of John Dewey. It generally involves directed, open-ended questions, real-life problem solving, and presentation to an authentic audience. And, of course, it's a great way for students to build collaboration and 21st-century skills while mastering content. We're really looking forward to hearing how you use PBL and the Projects feature in your classrooms. We're so excited, in fact, that we rounded up a few resources from around the web to help you out:"
