Lesson 5- Summative Assessment

Meaningful Summative Assessment

Through the PBL experience, students are able to collaborate with each other to try to solve an authentic and relevant driving questions (Krajcik & Blumenfeld, 2006). Through these experiences, students are not only learning content for multiple standards, but they are also developing 21st century learning skills.

In the final stage of PBL, teachers can provide multiple opportunities to allow students to showcase their learning. Based on learning style preferences and interests, there is no one set way to assess knowledge. However, there are tools that can be used in order to create meaningful assessment experiences for students. One of the best features of PBL is that the driving question is typically open-ended; there is no set correct answer which allows for students to get creative when attempting to answer(Krajcik & Blumenfeld, 2006). Using rubrics or portfolios can be helpful tools and evaluating student learning; they can be used with a variety of contents and artifacts (Darling-Hammond et al., 2008). At this point in the PBL experience, teachers are now using evaluative techniques to determine mastery (Larson & Lockee, 2013).

Read the following article to discover more on the criteria used for assessment in PBL: Effective Assessment in PBL

Examples of Summative Assessment

As previously mentioned, rubrics and portfolios provide an excellent framework for assessing student knowledge (Darling-Hammond at al., 2008). However, there can be multiple formats for presenting this information. The following is a list of examples of summative assessments:

• Oral Presentations
• PowerPoint Presentations
• Paper
• Video Creation
• Poster

While this is only a short list, there a multiple ways to create opportunities to assess students with open ended information. By providing students with choice, they are more likely to become engage and take ownership of their learning (Darling-Hammond, 2008). Summative assessment does not always have to look like a multiple choice assessment test.

Concluding thoughts, reflection and feedback

While some may be hesitant to incorporate such methods for assessment, many teachers have found much success incorporating PBL into their classrooms. There also is some misconception that PBL is only possible for highly achieving students; conducting a proper needs assessment can allow your design to fit the needs of your students, wherever they may be. Students that participated in a PBL implementation through LeTUS- Center for Learning Technologies in Urban Schools earned higher achievement levels on standardized testing than those who did not (Krajcik & Blumenfeld, 2006). Moving away from rote and superficial learning can help teachers uncover content rather than cover it, and properly prepare students for their post K-12 lives in the 21st century.

Complete the final Google Form reflection on summative assessment and PBL: Final PBL Reflection

Post any final questions or ideas on the PBL Padlet

E-mail any design products to me at crossi@albany.edu

Return to:Project Based Learning Instruction for K-12 Educators

References

• Darling-Hammond, L., Chen, M., Barron, B., & Pearson, D.P. (2008). Powerful learning: What we know about teaching for understanding. San Francisco, CA: Wiley, John & Sons.

• Krajcik, J.S., & Blumenfeld, P.C. (2006). Project based learning. Journal of Research in Science.