How can we assess students during project-based learning?
Launch PBL Series
EP1: How can we create an impactful PBL experience?
EP2:What is project-based learning?
EP3: What are the benefits of project-based learning?
EP4: How can we write a quality driving question for a PBL unit?
EP5: How can we foster academic risk-taking during PBL?
EP6: How can we assess students during project-based learning?
EP7: How can we use milestones to track students’ progress during PBL?
EP8: How can we choose an engaging project-based learning topic?
EP9: What is the teachers’ role during project-based learning?
EP10: How can we plan a project showcase without feeling overwhelmed?
EP11: How can we use effective feedback strategies to enhance students’ public products?
EP 12: How can teachers improve their PBL experience through reflection?
EP 13: How can we shift students from presentations to presentations of learning?
Once during a meeting with a group of teachers, we discussed ways to assess students during project-based learning units. One teacher expressed concerns about assigning grades and the general idea for evaluating students during PBL units. The teacher shared that she wanted students to enjoy the process. She was concerned that grading might cause students to become unmotivated or disinterested in projects.
I understood her concern, and I asked her: How can we design an assessment process that sets students up for success? We spent some time brainstorming ways to assess students during project-based learning units.
First, let’s explore: What is the purpose of education assessments?
Assessments are used to gather data about student learning, academic performance, or progress. We use this data to make decisions about the learning process. It should be used to drive learning, inform students of their progress and inform teachers' instructional practices.
Beyond the textbook definition of the purpose of assessments, let's consider another point of view. How would you feel if you poured your energy, ideas, and effort into something for weeks and didn't see any recognition, feedback, suggestions, or anything?
Probably not great!
Now, I'm not saying assessments are the only way to offer recognition, feedback, and suggestions, but they're certainly a good option. Instead of running away from assessments, let's consider how we can set students up for success so that you won't worry about assigning failing grades. You can accomplish this by using various tools and strategies to conduct assessments during PBL units.
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There are several types of assessments to explore:
A diagnostic assessment is used to inform instruction.
Examples:
KWL charts typically ask students to share what they already know, what they want to know, and what they learned about the PBL topic? To utilize a KWL chart as a diagnostic assessment, students would complete the "what do they know" part of the chart. For example, if your students were answering the driving question, how can we help an architect design a home for a newly built community destroyed after a hurricane? You might ask students to share what they already know about the process of building a home, or what happens when a natural disaster destroys a community or what is the role of an architect, etc.
Pretests are designed to assess students' knowledge before instruction. Some teachers choose to give a pretest on a specific standard related to the PBL unit to gauge students' knowledge or level of comfort with the content. If this particular PBL unit assessed area and perimeter, you may give a diagnostic test to see what students know about finding the area perimeter of a figure.
A summative assessment is an assessment of learning, and it happens at the end of the project, and it typically involves a student-friendly rubric. Remember, the goal is to assess students using various strategies that lead to a comprehensive assessment.
A formative assessment can be described as an assessment for learning, and it frequently occurs throughout the project. When structured well, formative assessments provide data that will allow students to revise their work based on feedback.
I want to point out that not all assessment options result in a grade but instead can be used to measure progress and set goals. Think about a wellness quiz or survey that you may have taken. Have you ever visited a doctor for a yearly physical, and before you saw the doctor, you were asked to answer a set of questions about your health? The survey may have inquired about your exercise habits or nutritional habits, but it's considered a form of assessment. However, you didn't receive a grade of A or B based on whether you were exercising or not.
Instead, the doctor used that assessment as a discussion starter and provided feedback based on your answers. They may have said, "I see that you are not exercising at least four days a week. You should exercise four days a week for 30 minutes.” They may have given you suggestions on how to eat healthier. Keep that type of assessment in mind as we explore assessing during PBL units.
Another common question I'm asked is: Can I still use some of my typical assessment options to measure content mastery, such as quizzes and exit tickets?
The answer is yes! Remember, students are engaging in content-specific and project-specific learning activities over a few weeks. You will still check for understanding on an ongoing basis to determine if students are mastering learning objectives.
The driving standards may involve students solving problems with area and perimeter or applying the area perimeter formula for rectangles in the real-world context. For example, let's go back to our driving question: "How might we help an architect design a floorplan for a home in a newly built community?" With this example, the teacher may use an exit ticket or a short quiz to test a student's ability to find the area or perimeter of a figure. Perhaps the teacher would even like to incorporate a game or a challenge where students could demonstrate their knowledge about the subject.
When considering a summative assessment, think beyond a traditional unit test. Instead, I want you to think about a rubric. A rubric is a scoring rubric that communicates the components of quality work. It allows students to review the criteria for achieving mastery at each level. The great thing about rubrics is that they can be used during the summative or formative assessment process.
Rubrics can be multi-dimensional and address various competencies, including:
subject area skills
communication skills
presentation skills
product creation process
Another option is to assess students informally through teacher-led discussions. We call these “teacher-led” because you will be intentional about which questions you ask. You should pre-plan these questions to ensure you reach the appropriate level of rigor and to ensure you are asking the exact questions that will determine if students are fully engaged in the project and mastering content as you progress.
Class discussions can serve as a form of assessment. Discussions can be used to determine if students understand the content, which can inform whether or not to reteach any concepts. When you lead a class discussion, you are doing a pulse check.
Throughout the unit, you also want to monitor students' progress on their public products by setting up check-ins or conferences. I love these types of assessments because teachers get the opportunity to build relationships with students and provide individualized assistance when needed.
Teacher-student check-ins can be set up where students lead the meeting. They should come to the meeting ready to discuss challenges they are experiencing, ideas they want feedback on or questions that need clarification. If you'd like to try this, give students question prompts or sentence starters to help them prepare. As you host more teacher-student check-ins, students' comfort level will increase and they will grow in their ability to lead the meetings themselves.
Yet another student-led assessment option is self-reflection. Self-reflection allows students to take ownership of their learning. They can review their work, behavior, or actions and reflect on their progress. To have successful self-reflection, students must have clear goals at the start of the PBL unit and clear milestones along the way. Through this process, students should identify their areas of strength and their weaknesses.
Self-reflection is a process, and it takes practice. When introducing students to self-reflection, it's important to model what this process looks like. Set aside time for students to reflect regularly and engage them in a guided reflection task. You can ask them to reflect in different ways, such as written, visually, or aloud.
Choose options that will encourage students to engage and think deeply. Although this is an assessment, it isn't something where students receive a grade; instead, they assess their own progress. Remember, when creating reflection prompts, avoid yes and no questions. This will encourage students to think more deeply and genuinely reflect on their progress.
Another type of assessment is peer evaluation. This form of assessment can help teachers understand what's happening within the group and determine how to provide support. Honest peer evaluations can help address group conflict and give teachers a glimpse of group dynamics. It's essential to provide a structure for peer evaluations. It could be peer rankings, peer ratings, or peer nominations, but whatever it is, be sure it helps students to avoid bias. It can be tempting to give high marks to close friends, but a clear structure allows students to rate their peers honestly.
Finally, don't forget about how you typically assess learning. Project-based learning doesn't mean you have to abandon everything you're used to using to assess students.
There are many methods to assess learning during PBL units, but I hope this article provides some ideas. Remember, you are evaluating the entire process of learning, not just the end product. Your evaluations or assessments should hold students accountable for their learning, not their whole group.
Take action:
Reflect on which assessment strategies you will continue to use. Can you modify how you currently assess students to fit project-based learning?