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LESSON 3.2 APPLY ASSESSMENT THROUGHOUT A PROJECT

From KNILT

Please watch the following video titled Embedding Assessment throughout the Project, which discusses how assessment can be integrated seamlessly into project-based learning.


Formative Assessment in PBL

Formative assessment is an assessment strategy used by teachers during the learning process, to modify teaching and learning activities to improve student learning outcomes.

Formative assessment plays a big role in PBL because it helps teachers modify the scope of a lesson to improve the needs of the students.

  • Use the driving question as a formative assessment.
  1. At the end of a lesson, ask the students, “how did our lesson today relate to the driving question?” If the students are able to successfully elaborate then the teacher will know that the lesson has promoted the scope of the project, and has prepared the students for future instructional needs.
  • Use the need to know list as formative assessment.
  1. At the end of each class period, ask student if there are any items that can be removed from the need to know list because they have been discussed and answered in class.
  2. Teacher can use the ‘thumb check’. Pointing the thumb upward if they feel they have sufficient understanding of the need to know list item. Point thumb downward if they do not have sufficient understanding.


Evaluation within Project-Based Learning


What to Grade:

  • There are many aspects of student achievement that teachers need to evaluate in PBL.
  • The end product of the project is important, but we also need to focus on the process throughout so that students do not feel the pressure to “make the grade”.
  • Teachers need to evaluate not only what the students learned, but how they came to learn it.
  • Areas of evaluation include:
  1. Content mastery
  2. Collaboration or participation
  3. Presentation or style


How and When to Grade:

  • Establish target goals early to provide purpose for the project, while also establishing expectations.
  1. What is the problem to solve or the product to create?
  2. What kinds of subject are content need to be included or addresses in the project?
  3. What expectations do you have for the final product’s presentation, publishing, or performance?
  4. What kinds of collaborative behaviors must be demonstrated by students throughout the process?
  • Feedback should happen frequently to keep students on track, improve their work, and set them up for success.


Self-evaluation:

  • A type of summative evaluation that taps into higher-level thinking and awareness of the process and final product.
  • Allows students to think about their mistakes, successes, and goals.
  • Evaluation can be completed in oral or written form. Teachers should include expectations or rubrics for this evaluation.


Peer evaluation:

  • This form of evaluation is good for collaborative projects.
  • This information can be used to modify the workflow of the project, and hold students accountable for their work.
  1. Student effort
  2. Constructive contributions to the team


Public vs. Private Evaluation:

  • Public critiques and class discussion provide wider perspective and may give more meaning to the student then teacher feedback.
  • Private evaluations can address information about teammates that allows the student to be honest about peers and themselves during the project.


Constructive Criticism: The goal of an evaluation is to promote growth and encourage improvement. Below are several techniques to help with constructive criticism.

  • Critique Sandwich
  1. A negative comment (problem or flaw) is presented between positive comments (something done well).
  • Start feedback with statements like;
  1. I like that…
  2. I wonder if…
  3. Best next steps might be…
  • Rose/Thorn/Bud
  1. This critique addresses the good (rose), the bad (thorn), and the potential (bud) for an idea that needs work.


Activity 3:

Take the feedback you received from your peers in Activity 2, and revise the final draft of your PBL lesson plan.


Assessment:

Submit your finalized PBL lesson plan. Submission should include your project rubric.


References

Hernandez, M. (2016, June 6). Evaluation within Project-Based Learning. Retrieved from https://www.edutopia.org/blog/evaluating-pbl-michael-hernandez

Weyers, M. (2015, May 13). PBL Pilot: Formative Assessment and PBL. Retrieved from https://www.edutopia.org/blog/pbl-pilot-formative-assessment-pbl-matt-weyers-jen-dole


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