Abstract:

Challenge Based Learning (CBL) is a recent experiential learning methodology that involves students in real challenges of organizations and helps them to provide workable solutions. Since it is a novel teaching methodology, it needs refining. CBL implementation in higher education, at university-level courses, turns assessment into a more complex process that requires tools focused on the learning process, as well as on the skills acquired.

After putting into practice CBL in different subjects in the area of business and political science studies, we came across one aspect that lacks proper development: evaluation. Our findings showed that students and faculty members demand tools to facilitate and clarify the assessment. Therefore, we set out to create rubrics that could guide students in their work, and professors in their task of evaluating both work in process and results. Rubrics are useful to students as they guide their effort and motivate them improve by providing a base for self-assessment. On the other hand, they also facilitate the evaluation task for teachers, making the assessment process and its objectives more transparent, and its outcomes more consistent and fairer. Amongst the rubric categories assessed, the most adequate in consonance with the task at hand was a competency-based rubric, since CBL methodology aims at fostering in students the skills that a labor market in constant change demands.

This article reviews the existing literature in competency-based assessment, transversal competencies needed in social sciences, and the use of rubrics in higher education. It then proposes a methodology to create competency-based rubrics to be applied in CBL activities, before designing a competency-based rubric that will be used in CBL activities. Finally, using a questionnaire, both student and teacher opinions are surveyed and analyzed, in order to extract lessons that can be applied to other fields of study, as well as to other teaching methodologies.

Keywords:

Challenge Based Learning, Rubrics, Educational innovation, Assessment, Competency-based education, Experiencial learning.