Teachers have asked what people do to evaluate Scratch projects. Natalie and I started thinking about how formative and summative assessment applies to Scratch (the sort of assessing you do in order to see what to teach students next, compared to the assessing done at the end of a project or unit). There is an interesting contrast to consider between supporting an open-ended, creative Scratch design process and addressing the pressure to meet academic standards... how can both be accomplished?
This rubric is a start at developing resources to help. Rubrics set out standards for quality work, whether developed ahead by the teacher or in collaboration with students. Then as the work gets underway, students can compare their progress to the criteria.
It would be great to hear from others about assessing Scratch work in schools. Feel free to remix and repost a new version of the rubric. This one assumes that the project includes integrating content from a subject area class (ie, making a game, slideshow, or animation to illustrate a concept) and that collaboration was encouraged.