Lesson 4

Evaluation

PBL assessment criteria:

Problem based learning is a teaching method in which students acquire knowledge and skills, working on one project for 4 weeks, to research and find an answer to a genuine, interesting and complex question, problem or challenge. 

PRESENTATION RUBRIC for PBL (for grades 5-12)
	:/
Explanation of Ideas & Information
•              uses too few, inappropriate, or irrelevant descriptions, facts, details, or examples to support ideas	•              uses some descriptions, facts, details, and examples that support ideas, but there may not be enough, or some are irrelevant	•              uses relevant, well-chosen descriptions, facts, details, and examples to support claims, findings, arguments, or a solution to a problem
Organization
•              does not have a main idea or presents ideas in an order that does not make sense•              does not have an introduction and/or conclusion	• moves from one idea to the next, but main idea may not be clear•              has an introduction and conclusion, but they are not effective	•              states main idea and moves from one idea to the next in a logical order, emphasizing main points in a focused, coherent manner•              has an effective introduction and conclusion
Eyes & Body
•              does not look at audience; reads notes or slides and does not use gestures or movements•              lacks poise and confidence (fidgets, slouches, appears nervous)	•              makes infrequent eye contact; reads notes or slides most of the time and uses a few gestures or movements but they do not look natural•              shows some poise and confidence (slightly nervous movement)	•              keeps eye contact with audience most of the time; only glances at notes or slides and uses natural gestures and movements•              looks poised and confident
Voice
•              mumbles or speaks too quickly or slowly•              frequently uses “filler” words (“uh, um, so, and, like, etc.”)	•              speaks clearly most of the time; sometimes too quickly or slowly•              speaks loudly enough for most of the audience to hear, but may speak in a monotone	•              speaks clearly; not too quickly or slowly•              speaks loudly enough for everyone to hear; changes tone to maintain interest
Presentation Aids
•              does not use audio/visual aids or media	•              uses audio/visual aids or media, but they sometimes distract from or do not add to the presentation	•              uses well-produced audio/visual aids or media to clarify information, emphasize important points, strengthen arguments, and add interest
Response to Audience Questions
•              does not address audience questions (goes off topic)	•              answers some audience questions, but not always clearly or completely	•              answers audience questions clearly and completely
Participation in Team Presentations
•              Not all team members participate; only one or two speak	•              All team members participate, but not equally	•              All team members participate for about the same length of time

For project grading, in the first week, provide this material (PBL rubrics) to students in order to:

– the students previously understood by what criteria they need to prepare,

– pupils were able to independently assess their colleagues.