Using rubrics as alternative self-assessment technique of project

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Katerina Kasimatis
https://orcid.org/0000-0003-0025-5022
Theodora Papageorgiou
https://orcid.org/0000-0003-0980-0859

Abstract

In this paper, we investigate the effectiveness of employing rubric as a self-assessment technique of the project method, which covers a wide range of knowledge, skills and abilities in a variety of learning objects and activities. The assessment rubric is defined as a descriptive rating guide, which consists of specific pre-defined performance criteria (Petropoulou, Kasimatis&Retalis, 2015). It is an alternative assessment technique, which produces a valid evaluation through a process of determining attainment based on pre-defined qualitative classifications of specific criteria (Mitchel&Crawford, 1995).


In this study, the assessment rubric was used as a self-assessment technique in the implementation of a project entitled "Utopia and Reality", conducted in ASPETE (School of Pedagogical and Technological Education) during the year 2017-2018.The students of two undergraduate departments of ASPETE (Civil Engineering Educators and Mechanical Engineering Educators) participated in the study. The rubric that was employed in the study included the following criteria (each with pre-determined quality levels; Kasimatis&Papanikolaou, 2012):Quality and Content completeness, Scientific validity, Structure and Organization, Form and Presentation.The quantitative analysis of the data revealed statistically significantly differences in the students’ self-assessment levels (as identified by the rubric) with respect to the students’ gender and the department of study. Moreover, the tool allowed the students to evaluate the end product of their efforts, thus allowing for their realizing the usefulness of the rubric as a self-assessment tool.


 


Keywords: self-assessment, project, rubric, assessment criteria, reflection

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How to Cite
Kasimatis, K., & Papageorgiou, T. (2019). Using rubrics as alternative self-assessment technique of project. World Journal on Educational Technology: Current Issues, 11(3), 173-185. https://doi.org/10.18844/wjet.v11i3.4142
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