Assessment
Formative Assessment Ideas
Assessment in PBL requires a move away from the traditional teach/test cycle.
At Atwell PS we use PBL as a vehicle for curriculum content, but skill development and the process is more important. Assessment should not be in the form of summative tests, but should be in a variety of forms as described in the WA Curriculum:
observations
group activities
videos or audio recordings
portfolios and worksamples
tests or quizzes
written work
graphic organisers
visual representations
oral presentations
self-assessment and student journals
peer assessment
Rubrics
The key to assessment in PBL is an assessment rubric. The rubric is introduced early and may be created with the students in the upper years during the define and discover phases. At each Milestone of the PBL the rubric should be referred back to as a guide and to allow students to know if they are on the right track.
The rubric should define the expected levels of achievement (success criteria) for each learning intention. Here is a Rubric for Rubrics which clearly describes the features of a good PBL rubric.
The important features for a PBL rubric are:
derived from relevant Judging Standards and Content Descriptors
differentiation between each level of achievement should be even increments
describe what students can do, and describe what is missing between each level
should include actionable feedback
To assist in making rubrics have a look at Quick Rubric. Otherwise a Word, Pages or Google Docs table works just as well.
10 Tips fo Best Practices in PBL Assessment
Assess more, grade less
Informal assessment is important too; ask students to explain and reflect on what they're learning.
Be transparent with students about the assessment process and bring them into it.
Allow student voice and choice in assessment, including differentiation.
Make sure students understand, can use, and "own" the tools of assessment, such as rubrics.
Assess success skills such as critical thinking, problem solving, and collaboration, in addition to content knowledge.
Be sure to assess individual learning and work, not just team created products.
Focus on formative assessment, and give students the opportunity to improve their work.
Help parents make a shift in their expectations for what assessment information is shared with them, beyond traditional grades.
Broaden your thinking about who assesses, it's more powerful for students to hear a range of assessment voices, not only from the teacher but also peers, outside experts, parents and community members.
The Buck Institute for Education