One of the main goals of assessments with PBL is to drive future learning. Of course it is also to assess understanding of content as well as being able to apply knowledge of content in a practical, real life, and/or active way.
Assessment should really include formative and summative assessments. They should also vary in format. When using formative assessments the use of self and peer assessment can be very effective. It can also be effective to have students participate in the creation of assessment.
There are several essential criteria for successful assessment in PBL. The first in my mind is to pair the word assessment with feedback. A deal portion of the assessment should be giving direct feedback to the student in order to improve work as needed. Not only should there be summative assessment but there should be formative assessments during the process. The assessments should:
- provide the opportunities for student reflection on learning
- provide feedback from other people besides the teacher - students, other teachers, community members, and/or administration
- occur throughout the project
- provide clear criteria for the project before work begins
- provide the opportunity for revision and improvement of work
- use a variety of formats, methods, or tools for assessment
- must test standards
My Project
My assessments meet the criteria in several different ways. I included both formative and summative assessments. They are all different formats. They range from writing on a worksheet, making a graph, creating 2 different posters, role play, discussion, and checklists or rubrics on behavior. There is also some self reflection on group work. These assessments are occurring at different times throughout the project. Some of them are to determine what needs to be done next and some are to determine if a standard has been met. The students have the opportunity to revise and improve their work, especially before the final project. I also hope to have the principal participate in the summative assessment.
My teaching will change mostly in the sense that I will be more of a facilitator. This will enable me to really assess more informally on a daily bases. If students are having questions or problems we can then stop and have some direct instruction if needed. I can focus teaching what is needed and not just what I assume is needed. I also hope that in other projects students could have input on evaluations as well. This being a project being completed at the beginning of the year, I think that is too much to take on.
Good Sites on General Ideas about PBL:
http://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL
http://naf.org/files/PBL_Guide.pdf
A Graphic I Liked Describing How Outcomes were Nested together in PBL
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