Problem Based
Learning Rubric
|
Teaching and Learning Events |
Exemplary "4" Criteria |
|
(1) Learning Experience Design |
Ø
Description
of situation Ø
Characteristics
of learners Ø
Intended
learner outcomes Ø
Coach's role Ø
Learner's
role |
|
(2) Mind Mapping |
Ø
Problem
situation Ø
Content
Connections Ø
Learner
Outcomes Ø
Skills (e.g.
problem solving, data gathering, question formulation, reasoning, evaluating) Ø
Identification
of Stakeholders Ø
Impact on
society |
|
(3) Preparing the Learners |
Ø
Team
building Ø
Critical
thinking activities Ø
Simulations Ø
Small scale,
structured PBL experience |
|
(4) Meeting the Problem |
Ø
Developing a
personal, authentic stake by role playing engineers, consultants and
concerned citizens Ø
Providing an
authentic letter or document Ø
Enlisting
someone asking for help Ø
Dramatizations Ø
Video clips,
newspaper articles, and public notices |
|
(5) Identifying what we know, what we
need to know, and our ideas |
Ø
Coach
students to probe what students know Ø
Explore
issues the students believe are critical to finding out more about the
problem Ø
Structure
and construct information gathering events (research, interviews, surveys) |
|
(6) Defining the Problem Statement |
Ø
Pulls
together the problem and the conditions within which it must be solved Ø
Revisited as
information changes student understanding Ø
Document
hunches about potential causes, solutions, and consequences |
|
(7) Gathering and Sharing information |
Ø
Structure
groups for information gathering around "need to knows"
Ø
Design activities
for information sharing including web resources Ø
Coach
students to eliminate extraneous information and focus on pertinent
information Ø
Design
student self and peer assessment |
|
(8) Generating Possible Solutions |
Ø
Provide
opportunities for students to articulate a full range of possibilities Ø
Forum for
recommending solutions Ø
Generate a
decision making matrix |
|
(9) Determining the Best Fit of Solutions |
Ø
Use the
benchmarks of good thinking to evaluate the benefits and consequences of each
solution Ø
Consider
which solutions get the students closer to their idealized solution |
|
(10) Presenting the Solution (Performance
Assessment) |
Ø
Outside
experts serving on a panel Ø
Use of a
rubric for assessment of content, presentation skills, teamwork, and fit of
solution |
|
(11) Debriefing the problem |
Ø
Review of
effectiveness of strategies Ø
Consider
different approaches Ø
Discussion
of unresolved issues open to further investigation Ø
Realistic
impact of recommended solutions |
Adapted
from: Torp, L. and Sage, S. (1998). Problems as Possibilities. Alexandria,
Virginia: ASCD