Meta-assessment of student’s renewable energy projects

Abstract

The success of students in doing projects is determined through assessment. Lecturers make rubrics by the assignments given to students. Are arranged tasks and rubrics able to measure what is being measured? This paper aims to uncover the results of a meta-assessment of student projects on renewable energy. The method used is a systematic meta-analysis that is confirmed by self-evaluation, peer reviewers, and expert opinions on lesson plans, implementation, and evaluation. The results showed that the lesson plan that had been prepared was good, only needed improvement in the teaching materials. At the implementation stage, field monitoring and a daily journal are required. While in the evaluation aspect, the rubric that is used is still not enough to express all the categories and abilities displayed by students. Muti-method assessment is needed to measure student competencies and skills that are more holistic.