The purpose of this study is to highlight the effectiveness of the use of rubric as a modern technique for teaching and assessing educational work. More specifically, our purpose is to explore the benefits of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques as far as the development of skills and the improvement of the educational work is concerned. The analytical rubric that was created and employed in the study included the following criteria (each with pre-determined quality levels): content completeness, structure and organisation, creativity, development of skills and cognitive concepts. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. Data were collected through a semi-structured interview. The nature of the study was qualitative. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students to evaluate their efforts, thus allowing them to realise the usefulness of the rubric as a self-assessment tool. Moreover, by using the rubric the students and the teachers had the chance to communicate constructively. The teachers and the students assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment project, rubric, assessment criteria, reflection, 21st-century skills.

In this paper, we investigate the effectiveness of employing rubric as a self-assessment technique of the project method, which covers a wide range of knowledge, skills and abilities in a variety of learning objects and activities. The assessment rubric is defined as a descriptive rating guide, which consists of specific pre-defined performance criteria (Petropoulou, Kasimatis&Retalis, 2015). It is an alternative assessment technique, which produces a valid evaluation through a process of determining attainment based on pre-defined qualitative classifications of specific criteria (Mitchel&Crawford, 1995). In this study, the assessment rubric was used as a self-assessment technique in the implementation of a project entitled "Utopia and Reality", conducted in ASPETE (School of Pedagogical and Technological Education) during the year 2017-2018.The students of two undergraduate departments of ASPETE (Civil Engineering Educators and Mechanical Engineering Educators) participated in the study. The rubric that was employed in the study included the following criteria (each with pre-determined quality levels; Kasimatis&Papanikolaou, 2012):Quality and Content completeness, Scientific validity, Structure and Organization, Form and Presentation.The quantitative analysis of the data revealed statistically significantly differences in the students’ self-assessment levels (as identified by the rubric) with respect to the students’ gender and the department of study. Moreover, the tool allowed the students to evaluate the end product of their efforts, thus allowing for their realizing the usefulness of the rubric as a self-assessment tool.   Keywords: self-assessment, project, rubric, assessment criteria, reflection

The purpose of this study is to highlight the effectiveness of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques. The development of skills and the improvement of educational work are concerned. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. The data were collected through a semi-structured interview. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students and the teachers to communicate constructively. Teachers assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment, project, rubric, assessment criteria, reflection, 21st-century skills.

In this article, we report a quantitative study that investigated the conceptions of secondary school students with regard to the characteristics of the effective teacher. Our purpose was to obtain a profile of the effective teacher, focusing on three dimensions: (a) the interpersonal relationship between teachers and students, (b) the teacher's justice and impartiality, and (c) the teaching strategies that have a direct influence on enhancing student involvement and learning. The questionnaire was used as a research tool. The analysis of the data revealed that students consider justice, impartiality and the interpersonal relationship between teachers and students as important characteristics of the effective teacher, whereas the teaching strategies have less importance for them. In addition, it revealed statistically significant differences in the profile of the effective teacher with respect to the students’ gender and grade and positive correlations between self-identified attainment, interpersonal relationships and teaching strategies. The students had the opportunity to express their views about the effective teacher and the teachers to improve their teaching practice and to gain a more complete picture of their students' expectations. Keywords: Effective teacher; effective teaching.

The purpose of this paper is to highlight the effectiveness of the project as a modern technique of teaching and learning. Through a research carried out by students of School of Pedagogical and Technological Education who participated in a project implementation, a variety of benefits have emerged, focusing on the promotion of authentic learning, the cultivation of cognitive, social/communicative and especially metacognitive skills, necessary for the needs of the 21st century. The data were collected through a questionnaire for self-assessment. Our purpose was to explore the skills developed by the students, to detect the obstacles/difficulties they encountered and to explore the strategies that followed by students in order to solve problems during the implementation of the project. Based on the response in the questionnaire, the implementation of a project can lead to the acquisition of metacognitive skills, self-assessment, problem-solving skills, self-regulation, cooperation and communicative skills, digital literacy.