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.
Score the group's problem/solution brief. Aligned to §113.18(c)(22)(B) and (c)(19), (c)(21).
| Criterion | 4 · Strong | 2 · Developing |
|---|---|---|
| Problem defined | Names the real problem — who holds power and how rights are protected — from a stakeholder's view. | Restates the story without finding the problem. |
| Options weighed | Considers more than one kind of government 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 government with powers, limits & rights protections, and explains the reasoning; open to more than one right path. | Solution stated without reasons. |
| Perspective | Shows the choice 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 government worked when power was tested. | No way to check the solution. |
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 for Grade 6 from Deb Allen, University of Delaware (2000), “Assessment of Individual Performance in Groups.”
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).