During our fourth week in Technology-Supported Project-Based Learning, we were to further delve into Project-Based Learning and explore assessments to help solidify our Project and help us formulate our own formative & summative assessments. We were to:
- Read & review various assessment resources
- Develop our assessment plan with at least 2 formative and 1 summative assessments & a rubric for our project. The Assessment Page of my PBL site can be found here.
- Discuss how our planned assessments meet the key requirements for effective assessments.
- Reflect on how we might adjust our teaching during our project to allow more student input in the evaluation process.
Effective Assessments: Assessment is not separate from instruction in Project Based Learning. It is the driving piece for all instruction throughout the unit. Effective assessments are those that:
- Evaluate higher-order thinking skills
- Are aligned with content learning objectives
- Are aligned with 21st-century skills
- Integrate content with process to demonstrate knowledge
- Integrate inquiry to produce a quality product
- Capture the process of learning, as well as the end result.
- Provide information about how to continue to develop skills, knowledge, & abilities
- Include: collaboration, communication, problem-solving, & teamwork (ideally)
- Are dynamic, experiential and non-standardized
- Capture the process of learning, as well as the end result
Effective Assessment in this PBL project: This PBL project’s summative assessment is a collaborative project where the students will be creating a WebQuest using Weebly where they will combine their family’s histories with those of one other student and develop outcomes based on historical probability. Student teams present their adventures in an interactive presentation with an audience of parents and other students.To do so, students will have to use higher order thinking skills and a great deal of inquiry to demonstrate their mastery of the aligned standards and objectives.This will demonstrate their learning as students explore Idaho History and their family history by answering the Driving Question, “What makes people take a risk and migrate to a different place?” Using examples of risk taking from personal stories of their family and Idaho history, taken from a variety of literary contexts, including a novel Inside Out & Back Again, Idaho Adventure textbook, and other short stories, students create their own Choose Your Own Adventure interactive WebQuest stories. This will result in a dynamic, experiential, non-standardized piece that students should be proud of showcasing to others.
Student Input in Evaluation Process: When presenting this and other Project Based Learning lessons in the classroom, things will change throughout the process. Student input is a vital component in the development of an effective lesson. Therefore, in this PBL project, students may have the opportunity to develop alternative summative assessment final projects that meet the same requirements. For example, instead of creating a WebQuest, students may want to create a board game or write a short book. The guidelines for the assignment are open enough to allow for this creativity yet provide enough structure to ensure success and clarity.
Reflection of Learning: This assignment required me to delve into several articles and websites to develop a thorough understanding of Effective Assessments for Project-Based Learning. I got the experience to analyze several articles with information and opinions on assessments. Then I viewed many examples of various assessment ideas to analyze if they would be effective or not for my project. Finally, I synthesized the information I learned to decide upon my own formative & summative assessments.
- AECT Standard 4.3 Reflection on Practice: To further delve into what effective assessments look like in project-based learning and identify various assessment types, I needed to analyze and interpret various assessments and reflect on the effectiveness of their design to enhance my own formative and summative assessments.