Unit 4 - Assessing Problem Based Learning Activities
Unit Objectives
Participants will be able to identify appropriate assessment tools for problem based learning activities.
Getting Ready
Reflection
In what way do you think assessment poses a challenge to PBL approaches?
Introduction
For our final module for this course, a conversation on assessment procedures in PBL is in order. One major difference between using a PBL approach and a traditional approach is that in PBL we focus on process and application, rather than simply factual recall. This difference will ultimately affect the way in which we assess how much and what an individual has learned. For instance, take the following example: For a more real-world approach to mathematics Mr. Jones has his students determine which the more economically-sound purchase is: $5000 worth of solar-panels or $5000 worth of wind-turbines. Students spend a week researching the wind/solar patterns of the region, estimating cost/kwh for generating solar vs. wind power by using web-based resources, and writing a report of their findings.
Would it be fair to assess these students on their ability to calculate power-output given a general formula?
While after a demanding activity such as the original “problem” students will most likely be able to perform this calculation, it would be unfair to assess them on this, because the objective of this activity was not to perform this calculation. That being said, as we build assessments we must closely reflect the objectives that we have covered in our PBL activities.
You might be thinking “how do PBL activities align with the rigid schedules of NYS standardized exams?” I am not suggesting that we throw out our old lesson-plans and move solely to PBL, rather I suggest that we integrate some PBL activities (or at least generalizations of PBL techniques) into our classrooms. By using PBL techniques, such as encouraging students to set bounds on their estimations and allowing our students to do the thinking, we can help to encourage mathematical processing and esteem growth in our students. That being said, as mathematical processing and esteem grow students will have higher performance levels on standardize exams.
Lesson
Reading
Please read the following document: ASSESSMENT_STRATEGIES_FOR_ENQUIRY_AND_PROBLEM-BASED_LEARNING
Kaitlyn King provides a very good description of assessment in her using Unit 3: Assessment & Feedback. Read through her description of assessment in PBL and reflect upon the questions posted on her page.
Reflection
Macdonald describes sixteen different examples of assessment that can be used for problem-based learning. Reflect upon at least one of these examples by determining how you might use that form of assessment in your own classroom.
References and Resources
Macdonald, R. (2005) ASSESSMENT STRATEGIES FOR ENQUIRY AND PROBLEM-BASED LEARNING. Sheffield Hallam University. Retrieved from: http://www.nuigalway.ie/celt/pblbook/chapter9.pdf
Kaitlyn King's Unit 3: Assessment & Feedback
Wiki Links
Move on to Unit 5 - Additional Resources/Links.