Regarding the growing use of PBL for teaching and learning high school Science, there appears the necessity of instruments that make STEM projects evaluation feasible. For that purpose, based on a cognitive model of Science Education that focuses on how scientist work, think and communicate, it was developed a co-construction and validation process of a rubric instrument. Aided by an interdisciplinary research group on Science Education, the 3-step co-construction process was the context of an evaluative investigation from a qualitative-interpretative approach. By analyzing participants discourse, 4 major tensions were found to have direct implications on project improvement.
Pérez-Torres, M., Couso, D., & Márquez, C. (2021). Rubric co-construction for the assessment of STEM high school projects. Revista Eureka, 18(1). https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I1.1301