Use of rubrics to analyze student engagement
experience with problem-based learning in post-holing format
DOI:
https://doi.org/10.35699/2237-5864.2023.39841Keywords:
problem-based learning, formative assessment, college education, teaching methodology, qualitative researchAbstract
This is an experience report focusing on the problem-based learning (PBL) methodology in post-holing format. It was carried out during the pandemic period, which resulted in its remote application. The main objective of this research was to undertake a qualitative and descriptive analysis, through the use of assessment rubrics, regarding student engagement in relation to the application of PBL. For such, two rubrics were designed, which were applied at the end of the intervention with the PBL method. The methodological approach is a microethnographic case study. Through the rubrics elaborated, it was possible to monitor and assess the performance of the students in a holistic view, as well as their engagement within the problem-solving process. In conclusion, rubrics are an effective and equitable way to observe the student skills required in this methodological approach.
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