Rich Classroom Assessment through

Implementation of Project Based Learning

Denise WhiteWVDE Office of Instruction

What is PBL?

Students working in teams to experience and explore relevant, real-world problems, questions,

issues, and challenges; then creating presentations and

products to share what they have learned.

A Project Learning Classroom is ...

• Project-centered• Open-ended• Real-world• Student-centered• Constructive• Collaborative• Creative

• Communication- focused

• Research-based• Technology-

enhanced• 21st Century reform-

friendly• Hard, but fun!

Project Learning is Skill-Based

To learn collaboration – work in teams

To learn critical thinking – take on complex problems

To learn oral communication –present

To learn written communications – write

Project Learning is Skill-BasedTo learn technology –

use technology

To develop citizenship –take on civic and global issues

To learn about careers – do internships

To learn content – research and do all of the above

6

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

disciplineApply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

International Center for Leadership in Education

In a project learning classroom

The teacher’s role is one of coach, facilitator, guide,

advisor, mentor…

not directing and managing all student work.

Rigor/Relevance FrameworkStep 1.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Teacher gives students a real-world question to answer or problem to solve.

Rigor/Relevance FrameworkStep 2.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students seek information to answer question or solve problem.

Rigor/Relevance FrameworkStep3.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students test the relevancy of the information as it relates to the question or problem.

Rigor/Relevance FrameworkStep 4.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students reflect on the potential use of the new information as a solution

Rigor/Relevance FrameworkStep 5.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students apply the information learned to answer the question or to solve the problem.

TRADITIONAL ASSIGNMENT

RESEARCH PAPERRequired Elements:

Select a disease to study Go to library and do

research Write ten pages Use proper essay form Include a bibliography

PBL ASSIGNMENT

HEALTH PROJECTRequired Elements:

Develop family medical historiesWrite proposal to study health issue of

personal or community interestKeep research log, including citationsProduce a newsletterDevelop lesson plans and materials for

underserved population Present to real audience

TRANSFORMING PRACTICE

Traditional Assignment

Student works alone Context is school Assessment by teacher only

PBL Assignment

Student works alone and in teams

Context is family and community

Assessment by real audience and teacher

Pbl vs. projectsProjects PBLTeacher directed Inquiry based

Highly structured Open-ended

Summative On-going

Thematic Driving question/challenge

Fun Engaging

Answer giving Problem solving

De-contextualized – School world Contextualized – Real world

Continuum of Practice

DESIGN FOR ASSESSMENT

CONTENT PLANINSTRUCTION ASSESSINSTRUCTION PLAN

ASSESSMENT

OUTCOME PLANASSESSMENT ASSESSPLAN

INSTRUCTION INSTRUCTION

Traditional Approach:

Outcome-Based Approach:

How Do We Assess in PBL?

• Formative Assessment• Performance Assessment• Summative Assessment

Formative Assessment

• takes place during the learning process• informs both teachers and students• allows teachers to adjust instruction• involves students• cannot be separated from the instructional process• is Classroom Assessment for Learning

Formative Assessment gives teachers information that they can use to inform their teaching and improve learning while it is in progress and while the outcome of the race can still be influenced.

Laura GreensteinWhat Teachers Really Need to Know about Formative Assessment

Formative Assessment:• Focuses instruction on informed

priorities• Allows for customized learning• Encourages teachers and students to

work together toward achievement• Increases student engagement and

motivation• Increases coherence between

curriculum, instruction and assessment

Student FocusedFormative Assessment helps teachers

Consider each student’s learning needs and styles and adapt instruction

Track individual student achievement Provide appropriately challenging

instructional activities Design student assessments Offer all students opportunities for

improvement through descriptive feedback

Instructionally Informative

Formative Assessment Provides a way to align standards,

content, and assessment Allows for purposeful selection of

strategies Embeds assessment in instruction Guides instructional decisions

Outcomes BasedFormative Assessment

Emphasizes learning outcomes Makes goals and objectives transparent

to students Provides clear assessment criteria Closes the gap between what students

know and desired outcomes Provides feedback that is relevant,

comprehensible, actionable Provides valuable diagnostic information

by generating informative data

Formative Assessment focuses on achieving goals rather than determining if a goal was or was not met.

Research“Formative Assessment shows

an effect size of between .4 and .7, the equivalent of going from the 50th percentile to the 65th percentile.”

Paul Black & Dylan Wiliam, 1998“Inside the Black Box: Raising Standards

Through Classroom Assessment”

Seven Strategies• Where am I going?

1. Provide clear Learning Target2. Use exemplars of strong and weak work

• Where am I now?3. Provide descriptive feedback 4. Teach students to self-assess & set goals

• How can I close the gap?5. Design lessons to focus on one aspect6. Teach students focused revision7. Engage students in self-reflection, let them

keep track of and share their learningStiggins, 2006

http://wvde.state.wv.us/teach21

Know – Need to Know

• Conducted at the beginning of a PBL• Helps teacher determine what clinics

or mini-lessons to conduct• May grow as students work through

their project• Can be used as a checklist at the end

of the project to determine if needs were met

Observations in PBL

• Allow teachers to– Assess how well students work with

others• Teacher Observation Checklists

– Assess student use of technology– Assess student understanding of

content

Questioning in PBL

• Allows teachers to– Determine which content has been

learned– Determine if students understand the

process as well as the content– Target individual students during a

presentation to determine if all students understand the content

Discussion in PBL• By listening to student

discussions during a PBL a teacher can– Determine student depth of

understanding– Assess student communication

skills– Evaluate how well students

collaborate

Logs in PBL

• The use of Journals or Learning Logs can help teachers to– Assess student skill in communication

through writing – Assess student depth of understanding– Assess student ability to present logical

arguments to back up their opinions– Examine sources used to gather

information

Peer/Self- Assessment• These assessments help teachers

– Assess what students say they know– Understand what peers understand

about the assignment• These assessments help students

– Assess their own learning– Set goals for their own learning– Become more metacognitive and self-

directed

Practice Presentations• These assessments help teachers

– Gauge student progress toward completion of the project

– Assess what presentation skills need to be retaught

• These assessments help students– Practice in a safe environment– Receive feedback from peers– Understand what needs to be done

before the final presentation

Quizzes in PBL

• Have a place in PBL• May be used to determine if the

content knowledge is being acquired

• Should provide explicit feedback to students

• May or may not be used for a grade

Questionsabout

FormativeAssessment

and PBL