Assessment Pack

In PBL, assessment happens during the process, not only at the end. This pack has three printable tools: a student solution rubric, a peer/self group-work form (individual accountability), and a teacher problem-quality rubric for when you write your own units.

1 · Student solution rubric (the 8-part brief)

Score the group's problem/solution brief. Aligned to §113.41(c)(31)(B) and (c)(28).

Criterion	4 · Strong	2 · Developing
Problem defined	Names the real problem and whom it affects, from a stakeholder's view.	Restates the story without finding the problem.
Options weighed	Considers more than one option with advantages & disadvantages.	Jumps to one answer; no alternatives.
Evidence & research	Uses facts from more than one source; questions credibility.	Little evidence, or one source only.
Solution & reasoning	Recommends a course of action and explains the reasoning; open to more than one right path.	Solution stated without reasons.
Perspective	Shows the problem from more than one stakeholder's point of view.	Single point of view only.
Communication	Clear, organized, and covers all 8 parts.	Disorganized or missing parts.
Evaluate	Explains how they'd know if the course of action worked.	No way to check the solution.

2 · Group-work: peer & self assessment

Each student fills one out for every group member and for themselves. This protects individual accountability inside collaborative work. Mark: strongly disagree · disagree · agree · strongly agree.

#	This person…
1	Takes part in group activities (present and on time).
2	Finishes their assigned jobs on time.
3	Comes ready, having done the reading or research.
4	Listens well to others.
5	Contributes to the discussion — without dominating it.
6	Brings new and relevant information.
7	Uses good sources for research.
8	Gives logical ideas and reasons.
9	Asks questions that deepen the group's thinking.
10	Communicates ideas clearly.
11	Helps the group work better together.

Overall rating: Excellent · Good · OK (some areas to improve) · Major improvement needed.

Two short reflections: (1) How does this person most help the group's learning? (2) What change would improve the group's learning?

Adapted from Deb Allen, University of Delaware (2000), "Assessment of Individual Performance in Groups."

3 · Teacher tool: PBL problem-quality rubric

Use this when you design your own PST units — it checks that a problem is worth teaching. Score 4 (ideal) → 1 (revise).

Criterion	4 · Ideal
Realism / relevance	Based on a real or realistic situation, understandable and relevant to learners.
Content	Addresses significant concepts and objectives; relates directly to course outcomes.
Engagement	Has a "hook"; its presentation stimulates discussion and inquiry.
Complexity	Appropriately challenging; needs group cooperation; some ambiguity; integrates multiple concepts.
Structure	Discloses information in stages; builds on existing student knowledge.
Questions	Few, short, open-ended; push for deeper understanding (not yes/no).
Solution	Open to multiple answers or paths, depending on students' assumptions and reasoning.
Research	Promotes substantive research using multiple resources.

Adapted from "Rubric to Evaluate PBL Problems," © ITUE Leaders 2004, updated 2019 (itue.udel.edu).