Project-Based Learning & Assessment

Project-based learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing some project or performance. Although often used in afterschool, pre-college settings I think it makes perfect sense in any educational setting wanting to move away from testing. I think the focus on tests is a mistake that has created problems for students pre-college. Personally, I'd like to get away from rote learning.

Project-based learning (PBL) is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.

One immediate benefit of practicing PBL is the unique way that it can motivate students by engaging them in their own learning. PBL provides opportunities for students to pursue their own interests and questions and make decisions about how they will find answers and solve problems.

PBL also provides opportunities for interdisciplinary learning. Students apply and integrate the content of different subject areas at authentic moments in the production process, instead of in isolation or in an artificial setting.

PBL helps make learning relevant and useful to students by establishing connections to life outside the classroom, addressing real world concerns, and developing real world skills. Many of the skills learned through PBL are those desired by today's employer, including the ability to work well with others, make thoughtful decisions, take initiative, and solve complex problems. - from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html

In the past I've created customizable project checklists for written reports, art & tech projects, oral presentations, etc. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation.

In keeping with the "passport" concept I think rather than testing checklists (or rubrics) for outcomes can be created per subject area that are assessed mid and end of the semester. I used a rubric to assess students in my visual language 1 course and it was very helpful. We were all on the same page as far as expectations.