Abstract
This paper is a case study which discusses the development and the use of rubrics as means of assessing students in STEM project-based learning activities. The context of the case study involves the pilot phase of the STEMFREAK program, an out-of-school educational program which engaged students in such projects. The aim of the paper is twofold: 1) to present the systematic process that was employed for the design, development and application of rubrics and 2) to assess the effectiveness of the STEMFREAK program which, following the principle of constructive alignment between learning design and assessment strategy, was designed to develop the students’ competencies that the rubrics assess. The design and the development of the rubrics took place following an iterative and participatory approach, whereas their application engaged 15 students in STEM projects. The students were assessed using the ensuing rubrics in a pre-post single group research design. The results showed that all students made statistically significant progress in all aspects of their performance, as assessed by the rubrics made. The case study has the potential of informing future approaches towards the assessment of students in projects that cater for STEM project-based learning with young learners.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Al-Balushi, S.M., Al-Aamri, S.S.: The effect of environmental science projects on students’ environmental knowledge and science attitudes. Int. Res. Geograph. Environ. Educ. 23, 213–227 (2014)
Association of American Colleges & Universities: VALUE: Valid Assessment of Learning In Undergraduate Education (2013). https://www.aacu.org/value/rubrics. Accessed 22 Aug 2019
Adler, M., Ziglio, E.: Gazing into the Oracle. Jessica Kingsley Publishers, Bristol (1996)
Andrade, L.: Teaching with rubrics: the good, the bad, and the ugly. Coll. Teach. 53, 27–30 (2005)
Bell, S.: Project-based learning for the 21st century: Skills for the future. Clearing House 83(2), 39–43 (2010)
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M. (with M. Rumble): Defining 21st century skills and assessments (Draft White Paper 1). Melbourne, Australia: Assessment and Teaching of 21st Century Skills. University of Melbourne (2010). http://hdl.voced.edu.au/10707/260031. Accessed 22 Aug 2019
Canadian Engineering Accreditation Board. Accreditation Criteria and Procedures 2008, September 2008. http://www.engineerscanada.ca/e/files/report_ceab_08_txt_only.pdf. Accessed 22 Aug 2019
Capraro, R.M., Slough, S.W.: Why PBL? Why STEM? why now? an introduction to STEM project-based learning: an integrated science, technology, engineering, and mathematics (STEM) approach. In: STEM Project-Based Learning, pp. 1–5. Brill Sense (2013)
Capraro, R.M., Corlu, M.S.: Changing views on assessment for STEM project-based learning. In: STEM Project-Based Learning, pp. 109–118. Sense Publishers, Rotterdam (2013)
Cateté, V., Barnes, T.: Application of the delphi method in computer science principles rubric creation. In: Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education, pp. 164–169. ACM, June 2017
Gray, J.S., Brown, M.A., Connolly, J.P.: Examining construct validity of the quantitative literacy VALUE rubric in college-level STEM assignments. Res. Pract. Assess. 12, 20–31 (2017)
Karaçalli, S., Korur, F.: The effects of project-based learning on students’ academic achievement, attitude, and retention of knowledge: The subject of ‘electricity in our lives’. School Sci. Math. 114, 224–235 (2014)
Kokotsaki, D., Menzies, V., Wiggins, A.: Project-based learning: a review of the literature. Improving Schools 19(3), 267–277 (2016)
National Research Council: Identifying and supporting productive STEM programs in out-of-school settings. National Academies Press (2015)
Partnership for 21st Century Skills: Framework for 21st century learning (2019). http://www.battelleforkids.org/networks/p. Accessed 22 Aug 2019, 21
Stevens, D.D., Levi, A.: Introduction to Rubrics: An Assessment Tool to save Grading Time, Convey Effective Feedback, and Promote Student Learning. Stylus Publishing, Sterling (2005). Tucker, T., Derelian, D., &
University of California, Berkeley and Education Development Center, Inc. 2017. Beauty and Joy of Computing. https://bjc.berkeley.edu/. Accessed 22 August 2019
Verma, A.K., Dickerson, D., McKinney, S.: Engaging students in STEM careers with project-based learning—MarineTech project. Technology and Engineering Teacher, vol. 71(1) (2011)
Yoshina, J.M., Harada, V.H.: Involving students in learning through rubrics. Library Media Coordinator 25(5), 10–14 (2007)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Vrioni, A., Mavroudi, A., Ioannou, I. (2021). Promoting Authentic Student Assessment for STEM Project-Based Learning Activities. In: Auer, M.E., Tsiatsos, T. (eds) Internet of Things, Infrastructures and Mobile Applications. IMCL 2019. Advances in Intelligent Systems and Computing, vol 1192. Springer, Cham. https://doi.org/10.1007/978-3-030-49932-7_12
Download citation
DOI: https://doi.org/10.1007/978-3-030-49932-7_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-49931-0
Online ISBN: 978-3-030-49932-7
eBook Packages: EngineeringEngineering (R0)