Rubrics as a Way of Assessing Students in Educational Robotics in Slovak Secondary Schools: Teachers' Perspective

Abstract

Educational robotics is gaining significance in modern educational practices. As it becomes more integrated into the classroom, it is important to establish clear learning objectives and determine the desired outcomes for students. Additionally, identifying effective methods to assess the achievement of these goals is crucial. Assessing students plays a key role in this process, raising the question of which assessment approaches are most suitable for educational robotics. This research examines the implementation of rubrics as an assessment tool in educational robotics within Slovak secondary schools, focusing on teachers' perspectives and challenges. The study followed a qualitative approach using an instrumental case study, conducted in two Slovak secondary schools - a secondary vocational school and a secondary grammar school. Teachers appreciated rubrics for their transparency and structure, noting improved quality in assessing technical skills. Rubrics also provided students with clearer expectations and targeted feedback. However, challenges were identified, including the time-intensive nature of rubric assessments and difficulties in objectively assessing teamwork and problem-solving. Teachers, unfamiliar with rubrics prior to the study, faced initial uncertainty in applying criteria. The research suggests refining rubrics by expanding grading scales, offering clearer definitions of criteria, and integrating self- and peer-assessment to enhance the assessment of collaborative work. Teachers may benefit from training to ensure effective rubric implementation. This study addresses the gap in research on rubric-based assessment in Slovak secondary schools, providing insights into the challenges and opportunities of using rubrics in educational robotics.