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Module 05: Project-based Learning and Rubrics

In Module 5, we had a chance to explore alternative assessments and project-based learning. These aspects help shift the classroom into a modern, student-centered class. When teachers apply and encourage project learning, students can develop original thoughts and teamwork skills. Alternative assessments can help evaluate students in different forms of testing, such as portfolios and presentations. Similarly, it can promote peer review and self-assessments. These are the two most important aspects of evaluation that teachers should promote.

However, actually applying alternative assessments and project-based learning can bring some difficulties. First and foremost is the time-consuming effort needed to develop a practical rubric and challenging yet meaningful, project-based learning. The reading given by the lecturer and my peers' insights in the discussion thread gave me some information I needed to counter the difficulty (to some extent). The rubrics have to be be detailed, and teachers should demonstrate how to rate a sample product (presentation, essay, speech) to help students assess independently. The project in project-based learning should be challenging but not too overwhelming so that students do not feel discouraged. Teachers should also provide samples and guidance in each step to help students navigate and reach the desirable goal. The reading and videos from the lecturer gave me some insights into project-based learning. I learned that there is a certain difference between project-based learning and simply doing projects. The process of conducting the project is the learning project, requiring learners to solve real issues. Therefore, I will bear this in mind and come up with meaningful projects that help students develop practical problem-solving skills.

I had a chance to try Rubistar, a website that helps with rubric creation. However, I found the website laggy and the user interface old and unintuitive, making me think the developers did not polish or maintain the site. Moreover, many of my peers failed to export the rubrics. Although it suggests some criteria in different assessment areas, I would rather create my rubrics in Microsoft Excel or Google Sheets because they are stable and 'just work'. I created a rubric for an academic writing class for people who have studied IELTS and want to expand on their academic writing skills to prepare for university-level assignments. I adopted some aspects from the IELTS Writing Task 2 band descriptors, but mostly, I wrote the criteria on my own. I added a 'critical thinking' criterion to assess students' originality, and Hoan (a group member) found it interesting. 

On the morning of the day, I was in the same group as Ha Tu, Hoan, and Hong in the "Language Testing & Assessment". We presented the module regarding reliability in testing. We have found a correlation between reliability and rubrics. Increasing reliability means more detailed rubrics. Different teachers can interpret rubrics in different ways. That is why there is interrater reliability, which requires at least two raters to score an exam or a product of students. 

This module has been interesting and helped me connect with other courses in the post-graduate program. As always, I am intrigued and eager to learn more in the next module.



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Location: Hanoi, Vietnam

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