Abstract
In this study, we introduce a rubric that includes items for evaluating skills and abilities required within professional sports clubs, as part of the Project Based Learning (PBL) for sport management education. The purpose of this study was to discuss effective ways of utilizing rubrics and to identify points for improvement during the process of introducing the training, thus accumulating findings that could contribute to better PBL. Four points were identified from the results. First, including rubrics enabled the sharing of the desired learning goals, making it easier to reconcile cognitive differences between teachers and students. Second, it helped rectify diffuse selection criteria for student evaluation scales and clarify differences in the explicitly written content between each scale level of a rubric, which is why the adoption of a 5-stage evaluation is desirable. Third, it was found that teacher intervention is required in designing PBL and in determining the division of roles among students, especially in terms of eliminating differences in the opportunities students have to acquire skills. Finally, post-training reflection accompanied with written descriptive work, going beyond the mere selection of scale levels, is useful.
