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ASSESS
a. How to assess Networked Project-Based Learning Projects
b. Some examples from iEARN teachers (we will ask for permission to
use Water Habitat Project assessed using the Teaching for Understanding
Framework on Harvard site: http://learnweb.harvard.edu/ent/gallery/pop3/pop3_1.cfm
and featured on videos on NCREL site http://www.ncrel.org/engauge/framewk/efp/research/manip.htm.
Also, Solar Cooker Project http://www.iearn.org/professional/SolarCookerStandards.htm)
This section will include: printed quotes, hyperlinks to websites, images,
printable material, video
1. Resources: How to assess Networked PBL projects
Project –Based Learning: A strategy for Teaching and Learning
(By the Centre of Youth Development and Education) Section 32.
Quotes
I have used all kinds of assessment tools throughout my teaching
career. Since I'm a science teacher, and we teach courses with
a lot of lab time and student projects, I am used to developing
assessments that involve student group work, and long-term projects.
In project-based learning, the focus of the assessment is on process
and products, demonstrations of understanding, and tangible accomplishments
over time…It takes a lot of teacher time up front, BEFORE
students even begin working, but it makes the process work smoothly
and it embeds the assessment into the daily work of the students.
For the research project that my students were working on, with
a final product of a power point report accompanied by an oral
report, I developed a detailed rubric that students received before
they even began their research. I also monitored their daily progress,
so they have a component of their personal on-task time that contributes
to their final grade. Thus, their individual grade is a blend
of the final product, their individual contribution to the oral
report, and their daily grades from their observed time on task.
- Kathleen Griffin, United States |
Activities
How to Assess Problem-Based Learned, by iEARN Teacher, Carolyn Davis
Assessment of problem-based learning: students and classes
1. Written examinations
2. Practical examinations
3. Concept maps
4. Peer assessment
5. Self assessment
6. Facilitators/tutor assessment
7. Oral presentations
8. Reports
Written examinations
Traditional written examinations can be conducted either as closed-book
or open-book examinations. Questions should be designed to ensure transference
of skills to similar problems or subject domains.
Practical Examinations
These examinations are used to ensure that students are able to apply
skills learned during the course.
Concept maps
Much of learning that goes on during problem-based learning is more
than just a compilation of facts. As such, written examinations may
not be an adequate measure of student growth. Requiring students to
generate concept maps, in which they depict their knowledge through
the creation of identified node and links, may present another option
to determining their cognitive growth.
Peer assessment
Because life outside the classroom usually requires working with others,
peer assessment is a viable option to measure student growth. Providing
students with an evaluation rubric often helps guide the peer evaluation
process. This process also emphasizes the cooperative nature of the
PBL environment.
Self assessment
An important element of problem-based learning is to help students identify
gaps in their knowledge base in order for more meaningful learning to
result. Self assessment allows students to think more carefully about
what they know, what they do not know, and what they need to know to
accomplish certain tasks.
Facilitators/tutor assessment
The feedback provided by tutors should encourage the students to explore
different ideas. It is important that facilitators not dominate the
group, facilitate learning and exploration. Tutor assessment may consist
of how successful individuals interacted with their group and their
cognitive growth.
Oral presentations
Because so much of work life revolves around presenting ideas and results
to peers, oral presentations in problem-based learning provide students
an opportunity to practice their communication skills. Presenting findings
to their group, the class, or even a real-life audience can help strengthen
these skills.
Reports
Written communication is another skill important for students. Requiring
written reports allows students to practice this form of communication.
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