1.

​Scratch Project Rubric

Rubrics set out standards for quality work, whether developed by the teacher or in collaboration
with students. Once project gets underway, students can compare their progress to planned
learning objectives.

Who creates learning objectives?

● Learning objectives created by teacher
Who evaluates learning?
● While students could play a role in completing a rubric, the teacher evaluates
Focus on process or product?
● Teacher evaluation focuses on end product.

2. ​Dr. Scratch
Dr. Scratch is an online tool that evaluates Scratch projects in a number of different
computational areas, including logic, flow control, and abstraction. After importing a Scratch
project or providing a URL, Dr. Scratch assigns a score out of 21 based on how well the project
does in each of the specified areas.

Who creates learning objectives?

 ● Learning objectives created by Dr. Scratch
Who evaluates learning?
● Students can check their own work with Dr. Scratch as they progress, but final grade is
determined by Dr. Scratch
Focus on process or product?
● Dr. Scratch gives score for final product

3. ​Project Portfolio Analysis​​ (p. 12)

Students create profile page on Scratch that displays all of their projects and community
participation. Teacher analyzes a student’s portfolio rather than a single final project.

Who creates learning objectives?

● Learning objectives created by teacher but potentially flexible as teacher and students
could agree upon which concepts or skills to assess in a portfolio
Who evaluates learning?
● Teacher track students’ growth and behavior changes over time, limited input from
students
Focus on process or product?
● While tool focuses on a student's’ collection of work over time and emphasizes the
evolving qualities of a portfolio rather than the summative examination of a single final
project, a portfolio focuses on a group of end projects rather than the process behind
each individual project.

4. ​Scratch Independent Project Checklist

Students given freedom to create whatever they would like in Scratch, as long as it adheres to
specified guidelines set out by the teacher (ex. project must contain at least two sprites).

Who creates learning objectives?

● Learning objectives created by teacher
Who evaluates learning?
● Students reflect on their participation and effort as it relates to the final product
● While students play a role in the evaluation, the teacher evaluates the bulk of the project
Focus on process or product?
● Teacher evaluation and student reflection focuses on end product.

5. ​Gallery Critique​​ ​(Leaders of Their Own Learning: Transforming Schools Through

Student-Engaged Assessment by Rob Berger, Leah Rugen, and Libby Woodfin, p. 147)
All students post work for peers and teacher to view.Each student examines artifacts and finds
ideas and strategies from peers’ work that can improve their own work. Gallery walk ends with a
discussion between teacher and students about their findings.

Who creates learning objectives?

 ● Teacher explain steps of the protocol and norms of giving feedback. Learning objectives
are selected by teacher
Who evaluates learning?
● Students perform self-evaluation of their work during discussion portion of gallery critique
and also critique their peer’s work citing evidence from work. Teacher also suggests
strategies students could use to improve work
Focus on process or product?
● While strategy focuses on end products (student creations) the aim is to provide
formative feedback to further push a student’s learning process

6. ​Artifact Based Interviews ​(p. 15)

Teacher interviews a student on a Scratch project with focus on project’s background and
creation process as well as Scratch community engagement and next steps.

Who creates learning objectives?

● Learning objectives come in form of questions interviewer creates, potential for students
and teachers to create questions
Who evaluates learning?
● Teacher leads interviews to evaluate computational thinking
Focus on process or product?
● Interviewer’s questions focus on both the product and process

7. ​Computation Thinking Rubric

Students grade themselves against teacher-created rubric, designed to assess project design,
programming, and the overall process.

Who creates learning objectives?

● Teacher created rubric and corresponding evaluation questions
Who evaluates learning?
● Students evaluate themselves based on their reflections
Focus on process or product?
● While rubric domains do ask students to reflect on their learning process, most rely on
evaluating end products (for example the number of journal entries completed and not
the content)

8. ​Design Scenarios​​ (p. 18)

Teacher creates three sets of Scratch projects with increasing complexity. Each set consists of
two projects with same learning objectives but with different aesthetics to appeal to different
student interests. Teacher interviews students on a project’s function, how it can be extended,
how to address errors and how to remix each project.
Who creates learning objectives?
● Teacher created rubric and corresponding evaluation questions
Who evaluates learning?
● While interviewers (mostly teachers) evaluate students’ design practices and strategies,
there are many possibilities for students to evaluate each other's learning through
critiques and remixing
Focus on process or product?
● Focus on a formative learning process

9. ​Student Design Journals

Throughout the process of working on a project, students journal about accomplishments,
problems, new things they’ve learned, etc.

Who creates learning objectives?

● Teacher provides prompts for journaling, but student is mostly responsible for setting
their own learning objectives
Who evaluates learning?
● Students perform self-evaluation of their work in their journal entries
Focus on process or product?
● Focus is on process

10. ​Peer Feedback in Small Groups​​ (Leaders of Their Own Learning: Transforming
Schools Through Student-Engaged Assessment by Rob Berger, Leah Rugen, and Libby
Woodfin, p. 167)
Before beginning a project, students work together to create a rubric that their work will be
assessed on. Periodically, throughout the process, students will break off into small groups and
take turns discussing their projects. Students will provide feedback on each other’s work, and
grade each other against the rubric.

Who creates learning objectives?

● Students collaborate as a class to develop a rubric for the project
● Teachers can guide this conversation is necessary, but should provide as little input as
possible
Who evaluates learning?
● Students break up into small groups to discuss their projects and grade each other
based on the rubric
Focus on process or product?
● Small group time is done several times over the course of the project in order to give
students time to implement feedback
● Focus is on the process rather than a final product