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. Back to Top PBL and Formative Assessment Practices PBL Pilot: Formative Assessment in PBL (Edutopia, 2015) In another blog post from Matt Weyers, find great tips on using formative assessment within the PBL process to drive student learning.
Google Learning Tools in Assessing Project-based Learning Project-based learning is a constructivist teaching and learning method that engages students in authentic learning opportunities that are situationally significant to curricular content and the development of 21st century skills. The use of Learning Tools in Assessing Project-based Learning contributes to the overall success in implementing project-based learning in classroom settings by supporting educators and students in the documentation of learning over time. In addition, learning tools in project-based learning help to develop an assessment plan that is authentic to the tasks students are engaged in and authentically involve them in the learning process. These tools provide educators with the appropriate evidence of students meeting the major goals, both process and content, as defined in the project-based unit. Project Based Learning Hexagon Background Comparison of Project, Problem, and Inquiry Based Learning What it is, What it is Not Implications on Classroom Assessment References