Problem-Based+Learning+for+Math+and+Science

Ronis, D. (2008). //Problem-Based Learning for Math & Science: Integrating Inquiry and the Internet// (2nd ed.). Thousand Oaks, CA: Corwin Press.

First, I want to comment on the overall usefulness of this text. In each chapter there are examples of rubrics, surveys, outlines, guide questions for teacher use. At the end of each chapter there is a fully developed problem. Each explicated with content and technology standards, performance task, project instructions, resources, and extension activities.

After interacting with the Boss & Krauss text I feel like this text provides many examples and samples but Boss & Krauss lead me through how to develop and design my project/problem. The majority of this book reinforces the design and development of problems.

Assessment is where I really find Ronis’ examples to be extremely helpful. Ronis offers many assessment tools (portfolios, rubrics, journals, and observation checklists). Each tool is explained with benefits and usable examples.

The rubric section is of most interest to me. I understand the mechanics of creating a rubric and what criteria are essential for assessment. However, breaking the expectation down into levels for assessment is where I struggle. Ronis provides examples and explanations to create a rubric for math and science content as well as 21st century learning content.

__**Important Points to Remember**__


 * A good PBL assessment system includes**
 * 1) content standards: what students should know and be able to do
 * 2) a process for developing assessments for each standard
 * 3) assessment tasks requiring demonstration of authentic and contextual behavior
 * 4) a clearly defined scoring rubric for each of the task assessments


 * Guidelines for developing rubrics with students**
 * 1) review samples of completed project
 * 2) class discusses what excellence in a project is. This is Advanced. Then three other levels of completion: Proficient, Basic, and Novice.
 * 3) teacher and students select other criteria for evaluation
 * 4) each criteria is described for each evaluation level
 * 5) teacher creates a draft rubric
 * 6) teacher and class polish and refine rubric