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Resources for Assessment in Project-Based Learning

Resources for Assessment in Project-Based Learning
Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all. We’ve compiled some of the best resources from Edutopia and the web to support your use of assessment in PBL, including information about strategies, advice on how to address the demands of standardized tests, and summaries of the research. PBL Assessment Foundations 10 Tips for Assessing Project-Based Learning (Edutopia, 2011) This comprehensive guide from Edutopia goes over many best practices for assessment, including authentic products, good feedback, formative assessment, and digital tools. Teachers can use this as a professional learning tool and primer for PBL Assessment. Back to Top PBL and Formative Assessment Practices PBL and Standardized Tests PBL Assessment Research

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Resources and Tools for PBL Start to Finish Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. Transformation Central - Project-Based Learning These teacher-developed Project-Based Learning Units are intended as an idea-generation resource, as these units may reflect alignment to outdated standards. Please consider alignment and adjust these units to current standards prior to classroom implementation. Check out our PBL Online Workshops! Archived PBL These units have been archived and will no longer be updated. Transformation Central does not guarantee the alignment to the TEKS or state assessment.

My Cat Just Died and It Hurts Like Hell  There are certain truths about cats that are universal. They are cute. We love them. They love us. Unconditionally. Bring Google's '20% time' to your classroom with passion-based learning Half a century ago, a scientist called Art Fry added a little glue to the back of a piece of paper – and created the Post-it. Fry made this stationary staple at the science and technology company 3M during “15% time” – a scheme that allowed employees to spend 15% of their time pursuing their own ideas rather than simply completing tasks set by managers. It’s not the only occasion this approach has resulted in creative innovation.

Project Based Learning I’ve been teaching using a project-based learning pedagogy since mid-2010 when I was introduced to PBL by my friend, Dean Groom. Since then I have had some wonderful learning experiences with PBL and I enjoy sharing both my successes and failures and experiments in learning on my blog. I thought it’d be helpful for other people if I put all of my PBL-related posts on one page, just in case you’re starting out and you want to see how another teacher is doing it too. If you have any questions, just post a comment below or send me a tweet on twitter

Feedback, feed-forward, peer-assessment and project-based learning Last year when I began my Masters of Ed, my lecturer told me that I should read about ‘feedback’. She encouraged me to look at the work of Black and Wiliam (Inside the Black Box being their most well known and eloquent paper on feedback and assessment), Hattie (his book Visible Learning on the effect sizes of a variety of teaching methods revealed ‘feedback’ has the most significant impact on learning) and Petty (who used the research of Hattie and made it practical for the classroom in his book ‘Evidence Based Teaching’). I think I’ll always be grateful for her suggestions as they opened a world of ideas for me regarding assessment, feedback and project-based learning.

Professional Goal: Dive Into Project-based Learning - Philip Cummings I love that my school is deeply committed to providing teachers with quality, on-going professional growth and development. Among the many things we do each year at PDS for professional development, teachers create an individual professional development goals directly related to classroom teaching and learning. Each goal should have practical application and impact in the current year and align with broader institutional goals and philosophies. Having spent a significant amount of time reading and researching about project-based learning, I decided to commit to diving into PBL this year.

Articulating an Impact on Student Learning by Elizabeth Burns, Assistant Professor, School Library Program, Department of Teaching & Learning, Darden College of Education, Old Dominion University The Every Student Succeeds Act (ESSA), passed in December 2015, positions school librarians as Essential Personnel and provides potential dedicated funding to effective school libraries–IF we make them understand why school librarians matter. ESSA falls short, however, of identifying what characterizes an effective school library program. This significant language allows school librarians to voice how their programs make an impact in their schools. NEW FRONTIERS IN BLENDED LEARNING The definition of blended learning continues to shift as technology opens up new possibilities and teachers embrace new instructional models. Lauren Quient, innovation manager for KIPP LA, says, “Teachers have always wanted students to have a personalized learning experience, and now technology has evolved to the point where that’s possible.” In districts large and small, the growing consensus seems to be that we’re at the frontier of a new age for teachers and learners. Here are some of their stories.

Wall-to-wall project-based learning: A conversation with biology teacher Kelley Yonce At the mid-point of the 2008-09 academic year, according to the North Carolina Standard Course of Study, East Wake School of Integrated Technology biology teacher Kathleen (Kelley) Yonce needed to introduce her class of 20 sophomores to deoxyribonucleic acid, a.k.a. DNA. An avowed project-based learning (PBL) teacher who creates 7-8 learning projects, one after another, each lasting between 1½ and 3½ weeks, throughout the school year, she consulted her usual sources of inspiration — Edutopia, the New Schools Project — but nothing struck her fancy.

Note Taking Skills for 21st Century Students Note taking skills aren’t just automatic. We tell students “take notes” but they have no idea what that means. What makes “good notes.” What do they write down?