Assessments & Feedback
Return to: Problem-Based_Learning_in_Mathematics
Lesson Objectives
By the end of this unit you will be able to do the following:
- Describe appropriate and effective formative and summative assessment strategies for problem-based learning lessons.
Introduction
Accurately assessing your students’ understanding of the course content may need to take on a new form with problem-based learning.
According to Tai and Yuen:
"In assessing PBL, authentic assessment seems to be a more appropriate means to assess learning compared to traditional assessments such as norm-reference and standardized testing that assesses recall of factual content knowledge” (2007).
The focus of problem-based learning is problem solving, so assessments should not be solely skills based. Assessments should test a student’s ability to think through a problem and apply the mathematical tools and skills they have learned.
Assessments
Before we get started, I suggest that you read the following article by Macdonald. As you read, think about how traditional assessments need to be modified to effectively support problem-based learning.
Assessment Strategies for Enquiry and Problem-Based Learning
Tai and Yuen claim that authentic assessments fall into three categories: Performance Assessment, Portfolio Assessment, and Reflection & Self-Assessment. Evidence of performance assessment can be gathered while students are collaborating on a problem. Portfolio Assessments would involve students putting together a portfolio to document learning over time. Portfolios could include “journal entries, peer reviews, artwork, diagrams, charts, graphs, multimedia presentation, group reports, student notes and outlines, rough drafts, and polished writing” (Tai & Yuen, 2007). Reflections and Self-Assessments require students to reflect on their learning process and assess their overall performance.
Here are some common problem-based learning assessments. In each assessment listed below, it is crucial to give students clear instructions and to provide detailed rubrics when necessary. Students need to know what is expected of them.
- Group Presentations: Students can present their work to the class with their group members.
- Group Reports: One particular strategy offered by Macdonald worth mentioning is his "tripartite assessment" (2005). It can be difficult to hold each group member accountable for their work and, thus, he suggests that students submit three components:
- A group report that shows the final product
- An individual account of their specific contribution(s) to the group
- An account of the group process, which can include peer evaluations
- Portfolios: Students can put together a physical or digital portfolio that consists of their work and reflections throughout the course.
- Self-Assessments: This is where students assess their own work and monitor their own progress. Students can score their own work based on a given rubric and/or answer questions such as "Was there a better method to solve the problem?", "What new skill or concept have I learned?", and "How can this skill or concept be applied to future problems." The ability to self-assess is a difficult skill and students, especially K-8, will definitely need support and training on this.
- Reflective Journals: Students can keep a physical or digital journal, where they reflect on each problem-solving experience. It may be helpful to ask students specific reflection questions and explain the necessary components to include, especially if this assignment is graded.
- Examinations: Examinations in a problem-based learning environment should look different than a traditional exam. Questions in exams should be conceptual and should involve problem solving. Students should be required to show their thinking processes and apply the new skills learned throughout each unit.
These are only a few of the many assessment strategies for problem-based learning, not to mention strategies that involve technology. Hopefully, throughout your reading and research, you will find assessment formats and strategies that meet the needs of your students and suit your teaching philosophies.
Web 2.0 Technology Assessment Platforms
Utilizing Web 2.0 technologies in problem-based learning lessons will enhance the learning experience for your students. Some platforms can be used to document the problem-solving process, some provide a space for students to store their work throughout the school year, and others can be used for in-class presentations.
According to Bos and Lee, "When looking at an experience-oriented PBL environment, propagated by Web 2.0 technologies, we have a powerful learning experience that prepares students and student teachers to maximize their future potential" (2013).
Bos and Lee put together a collection of web 2.0 technologies best suited for problem-based learning and here are some of the highlights:
- Wiki Spaces (like this one): Wikis can be used as a space for collaboration and can act as a digital portfolio.
- Concept Maps: Students can use these as a means to represent their thought progression throughout the problem solving process. Concept map platforms include: Bubbl.us, Gliffy, and MindMeister.
- Rubric Generators: In websites like RubiStar, teachers can input the desired criteria and the application organizes the information into a rubric.
In addition to these excellent resources, Google Suite Applications are also very effective for assessing problem-based learning.
- Google Sites can be used as a digital portfolio. Students can dedicate each page to a problem, share their findings, add samples of their work, and reflect on their learning experience.
- Students can use Google Slides to collaborate on in-class presentations.
This list only skims the surface of the Web 2.0 technologies available to use for problem-based learning assessments. I encourage you to explore these and other technologies to determine which ones would be the best fit for you and your students.
Web 2.0 Google Doc Activity
The goal of this Google Doc is to build a collection of Web 2.0 resources for problem-based learning. Share your experience with Web 2.0 technologies or find a website or application that would be effective in a problem-based learning setting.
Web 2.0 Collaborative Activity
Feedback
Since problem-based learning is hands-on and student centered, there are ample opportunities to provide students with meaningful feedback. Many of the assessments listed above are formative assessments and, therefore, teachers can continuously provide feedback on student work. For example, teachers can write comments in weekly learning journals, offer constructive criticism on portfolios that are still being developed, and score presentations using a detailed rubric.
According to Macdonald, "To be of use, feedback has to be timely enough to help students learn and forward looking so as to help them move forward rather than just look back" (2005).
Reflection
Now that you have had the opportunity to explore the structure of a problem-based learning lesson, take a few minutes to reflect on the following prompt.
- What assessment strategies fit well with your students and teaching philosophy?
Final Thoughts
Congratulations! You have finished the course.
As you continue your research on problem-based learning, keep in mind there is also always room for fun. There are hundreds of mathematical games and puzzles out there that emphasize problem-solving and collaboration. Hopefully, throughout this course, you have learned that mathematics classrooms do not need to be lecture-based. They can be student-centered environments that promote student engagement, problem-solving, and fun!
Collaborative Google Slides Activity
A big concern educators have about implementing problem-based learning is the lack of resources. If you feel inspired, design a problem-based learning lesson and add it to the Google Slides Presentation below. The goal is to develop a collection of meaningful problems and lesson plans that we can all share.
References and Resources
Bos, B. & Lee, K. (2013). Problem-Based Instruction and Web 2.0: Meeting the Needs of the 21 st Century Learner.
Macdonald, R. (2005). Assessment strategies for enquiry and problem-based learning. Handbook of Enquiry & Problem Based Learning.
Tai, G.X.L. & Yuen, M.C. (2007). Authentic assessment strategies in problem-based learning. In ICT: Providing choices for learners and learning. Proceedings Ascilite Singapore 2007.
Problem-Based Learning in Mathematics
Lesson #1: Features of Problem-Based Learning