Abstract:

This paper use the context of an intervention called Integrated approach to Technology in Education in India. Here about 33000 middle school children in government schools use project based learning to create their own ICT enabled artifacts to deepen their learning in subjects and engage with authentic learning experience. The students projects depend on the lesson plans created by the teachers in the subjects. This delves towards the constructive approach of learning where learners are producers of their knowledge and use ICT to create artifacts. This approach is very different than where learners merely interact or consume the ICT resources designed for them. To assess learning of 21st century skills including knowledge deepening and authentic learning, a rubric was created. This rubric was developed based on literature review on frameworks such as ISTE, P21, National Curriculum Framework and cultural context of the project. The full paper will describe this process in details.

Various versions of the rubric evolved while teacher professional development of government teachers and conducting certificate course on ICT and education and on the field where students were making projects. Two international experts were engaged in using the evolved version of the rubric and grading a few student projects. Their feedback helped organize the rubric and make it more concise. Final rubric had six categories and 9 indicators within these six categories. These six categories were: Authentic learning, Knowledge deepening, Research and analytical skills, creativity, technical skills, organization and coherence. Inter rater reliability was established with a group of pre-service teachers. Full paper will explain these categories and indicators in details.

Finally rubrics were used in assessing projects in two states. Findings from one of the states where four indicators showed significant improvement over time will be discussed in the full paper. Moreover, this state had students from learning centre in a tribal belt, madrasa students and students from formal schools. Difference in median ratings across contexts will highlight influence of differential learning contexts on the quality of projects made by the students and variation in implementation pedagogy.

Keywords:

Project based learning, assessment, rubrics, Authentic learning.