Individual assessment procedure and its tools for PBL teamwork

Resumen

Project Based Learning (PBL) is a methodology that requires students working in teams. Based on the Agile philosophy, this articlepresents a procedure (and its tools) to assess individuals in a team based on, not only the final project, but on the process, whereeach contribution to joint work is better seen. Students are asked to fix SMART objectives, tasks, dates and people in charge foreach one and include it in the project status table. Students make weekly follow up meetings (with or without the teacher) to shareand review information, results and project process. Portfolio including the meetings minutes, peer and self-assessment of teamworkand project status table provides teachers a rich information to evaluate students and give them feedback. This iterative process ofcontinuous review and short-design time frames helps the team to quickly adapt the projects and the teachers to detect teamproblems. We propose two rubrics: one to assess individually teamwork using a peer and self-assessment; another to evaluatelearning outcomes in each the delivery, both individually and within the team. Teachers’ and students’ perceptions while using thisAgile methodology have been collected from a qualitative approach. Proposed rubrics along the whole process give the requiredfeedback to teachers and students making a 360oassessment and introduces individual assessment of learning outcomes. Overall,the results obtained are quite positive in terms of working atmosphere, quality of the work, learning outcomes achieved andassessment. However, a careful planning and assessment is needed.