Introducing Self-Assessment Through Rubrics in the Teaching of Educational Robotics at a Secondary Vocational School - Preliminary Results

Educational robotics is becoming an increasingly important part of the teaching process in schools. When integrating it into education, it is essential to clearly define educational goals and answer the question of what we want to teach students. At the same time, it is crucial to find ways to effectively measure the extent to which these goals are being met. Student assessment is an integral part of this process, but the question arises as to which assessment methods are appropriate for use in educational robotics. This study examines the impact of self-assessment as a method of student assessment when working with educational robotics. The research focuses on three key areas: robotic model construction, programming, and teamwork. Students regularly assessed their performance through prepared rubrics and compared them to teacher assessments, which supported their self-reflection and the development of critical thinking. The results showed that the quality of the self-assessment and the agreement between the self-assessment and the teacher's assessment differed depending on the complexity of the task, with the best results being achieved in the programming field. The study also highlights the importance of teacher feedback in overcoming challenges associated with student self-assessment. The findings of this study provide valuable insights for teachers who want to implement self-assessment through rubrics into the teaching process in educational robotics.