Using Rubrics for Assessment and Peer Assessment of Artful Robotics Projects with the Focus on Computational Thinking

Teaching with educational robots is increasingly being integrated into the curriculum. However, many teachers, and especially those who have been in practice for a long time have not been trained in this area. Therefore, in-service teacher training in educational robotics is now an important area. In the framework of the Erasmus FERTILE project, materials on this topic have been developed. Based on these, teacher training is being implemented in several European countries in 2024. Participants are introduced to educational robotics in combination with arts, with a particular focus on the development of computational thinking skills. In this paper, we focus on the final part of the training, in which a peer assessment using a rubric was used to evaluate the projects created. We demonstrate the inter-rater reliability of the rubric applied and use the results of the peer assessment to verify the participants' level of understanding of computational thinking.