Project-Based Learning Criteria Rubric

The purpose of this rubric is to evaluate how effectively a project addresses the criteria/essential elements of project-based
learning. Please indicate by checking, highlighting or circling the items witnessed for each element.

Essential Needs Further

Effectively
Development Gaps
Incorporates The project has one or more of the
The project has the essential PBL
Element The project has the following
feature but has some of the following
following problems in each area.
strengths.
weaknesses.
Significant o The project is aligned with o The project is aligned with o The project is not aligned with
outcomes from the CTF outcomes from the CTF Program of outcomes from the CTF Program
Content
Program of Studies and all Studies but not all fifteen specific of Studies and what students
This should be
fifteen specific outcomes are outcomes are addressed. learn is not important in terms
evident in the
addressed. o The project addresses some, but of outcomes from academic
lesson plans
o The project addresses all not all, competencies and subject areas.
from the
competencies and foundations from the Framework o Key competencies and/or
project.
foundations from the for Student learning with literacy foundations (literacy and digital
Framework for Student and digital fluency as key fluency) are not addressed in
Learning with a clear literacy components. the project.
and digital fluency focus.
21st o Students work in collaborative o Student work in teams is more o Students work on all project
teams, incorporating the skills cooperative than collaborative (the tasks as individuals.
Century o Students are not asked to think
of all group members. work is pieced together).
Skills o Students analyze & solve o Students are asked to analyze & critically or solve problems.
This should be problems and think critically, solve problems and think critically, o There is no assessment of
evident in the in an in-depth and sustained but not in-depth or in a sustained analyze & solve problems and
lesson plans way. way. critical thinking skills.
from the o Analyze & solve problems and o There is limited assessment of
project. critical thinking are analyze & solve problems and
appropriately assessed. critical thinking skills.
In-Depth o Students pose questions, o Inquiry is too narrow with limited o The project is more like a
gather & interpret data, ask opportunities for students to pose teacher-directed activity or
Inquiry
further questions, and questions, gather & interpret data, applied learning task, rather
This should be
 evident in develop & evaluate solutions ask further questions, and develop than an extended inquiry.
lesson plans or build evidence for answers. & evaluate solutions or build
and activities evidence for answers (information
from the gathering is the main task).
project.
Driving o The driving question captures o The driving question relates to the o There is no driving question.
the projects main focus. project but does not capture the o The driving question has a
Question o The driving question is open- main focus. It is more like a theme. single/simple answer.
This should be o The driving question does not
ended and motivates students o The driving question is open-ended
evident in the
to develop reasonable, but does not motivate students to motivate students or is too
Project
complex answers. develop reasonable, complex academic.
Overview and o To answer the driving answers.
one of the first The driving question leads
question, students will need o
two lessons. to gain intended knowledge, students toward one particular
skills, and understanding. answer or is hard to answer with
the resources and time available.
Need to o The project motivates o The project motivates students to o The project does not motivate
students to learn new content learn new content or gain skills students to learn new content.
Know
or gain skills because they because they need them to
This should be
find it relevant and complete the project.
evident in the
meaningful.
first few lessons
of the project.

Entry Event o The entry event engages o The entry event gains student o No entry event is planned.
This should be students both emotionally and attention but does not create a
evident in the intellectually (it makes them need to know or generate
first couple of feel invested or provokes questions about the topic.
lessons of the inquiry).
project.
Voice and o Students have opportunities o Students are given limited o Students are not given
to express voice & choice opportunities to express voice & opportunities to express voice
Choice
on important matters (topics choice, usually with less & choice.
This should be
studied, questions asked, important matters (how to divide o There are no opportunities for
evident
resources used, products tasks, which website to use, etc.) students to take responsibility
throughout the
created, use of time, o Students have limited and work independently.
project and
organization of tasks, etc). opportunities to take responsibility
 possibly in the o Students have opportunity to and work independently.
assessment. take responsibility and work
independently.
Revision & o Students are provided o Students are provided with o Students are not provided with
structured, regular opportunities to give and/or opportunities to give and/or
Reflection
opportunities to give and receive feedback but it is not receive feedback.
This should be
receive feedback about their structured. o Students are not taught how to
evident
work in progress. o Students are given limited give constructive criticism.
somewhere in o Students do not have feedback
o Students are taught how to instruction for critiquing each
the project as to revise or improve their work.
constructively critique each others work.
well as at the o Students look at or listen to o Students and the teacher do not
others work in progress.
end of the o Students revise or improve feedback but do not revise or engage in reflection about what
project. their work based on feedback. improve their work. was learned and about the
o Students and teacher engage o Students and teacher briefly reflect projects design and
in thoughtful, comprehensive on what students learned and management.
reflection about what was about the projects design and o No future modifications
learned and the projects management. identified.
design and management. o Revision and reflection do not
o Revision and reflection guide guide modifications.
future modifications.
Public o Student work is presented or o The audience is limited to o Students do not present or
exhibited to an audience that classmates and the teacher. exhibit their work.
Audience o Students present but do not justify
includes people both within
This is generally
and outside the school. This in detail and in-depth their
found towards
can also include online products.
the end of the
audiences.
project.
o Students present and justify in
detail & in-depth their
products.
This document has been adapted from the 2011 Buck Institute for Education Project Design Rubric.