This document discusses assessment in project-based learning. It defines project-based learning as an integrated learning experience where students explore different approaches to solving problems. It describes various types of projects and essential elements that must be included when creating a project. The document discusses different methods of assessment, including rubrics, checklists, and evaluating both the product and process. It provides examples of rubrics and challenges in implementing project-based learning assessments.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Characteristics of a Good Curriculum
The curriculum is continuously evolving
The curriculum is based on theneeds of the people.
The curriculum is democratically
The curriculum is the result of a long-term effort
Degree apprenticeships: apprentice expectations and emerging perspectivesDr Ella Taylor-Smith
for SRHE seminar (9th May, 2018): Apprenticeships: What does research tell us already?
Dr Ella Taylor-Smith and Dr Sally Smith, Edinburgh Napier University
The UK and Scottish governments have a clear view of what degree apprenticeships can offer in terms of a skilled workforce “designed by industry for industry” (Skills Development Scotland, 2018). This presentation will discuss the expectations of the apprentices within this context, considering the interface between university study and work. We will share our study exploring the expectations of the first cohort of apprentices in Scotland. Through a survey and a group drawing exercise, we asked apprentices what they expected from university study. We also collected data from our on-campus students. The government’s vision of a skilled worker was manifest through the drawings which showed the overall goal of a well-paid job. This goal was shared by both groups. The journey to this end goal was beset with hazards which highlighted different concerns. This presentation will further contextualise these results with initial insights from a series of narrative interviews with the GAs, investigating their journey into the apprenticeship and their experiences of the interface between university study and work.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Characteristics of a Good Curriculum
The curriculum is continuously evolving
The curriculum is based on theneeds of the people.
The curriculum is democratically
The curriculum is the result of a long-term effort
Degree apprenticeships: apprentice expectations and emerging perspectivesDr Ella Taylor-Smith
for SRHE seminar (9th May, 2018): Apprenticeships: What does research tell us already?
Dr Ella Taylor-Smith and Dr Sally Smith, Edinburgh Napier University
The UK and Scottish governments have a clear view of what degree apprenticeships can offer in terms of a skilled workforce “designed by industry for industry” (Skills Development Scotland, 2018). This presentation will discuss the expectations of the apprentices within this context, considering the interface between university study and work. We will share our study exploring the expectations of the first cohort of apprentices in Scotland. Through a survey and a group drawing exercise, we asked apprentices what they expected from university study. We also collected data from our on-campus students. The government’s vision of a skilled worker was manifest through the drawings which showed the overall goal of a well-paid job. This goal was shared by both groups. The journey to this end goal was beset with hazards which highlighted different concerns. This presentation will further contextualise these results with initial insights from a series of narrative interviews with the GAs, investigating their journey into the apprenticeship and their experiences of the interface between university study and work.
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1. Assessment in Project
Based Learning[PBLA]
PRESENTER: RAJKUMAR TYATA
M.ED.4TH SEM. KATHMANDU UNIVERSITY
THANKS TO:
DEEPENDRA BUDHATHOKI &
NIROJ DAHAL
2. Presentation Synopsis:
Starting Problem
What is PBL?
Why PBL?
Types of Project?
How to create Project?
Essential Elements in Project
Assessment in Project
Sample Rubrics
Reference
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4. What is PBL(Project Based Learning)?
A project is an activity in which time constraints has been largely removed (compared to an
examination) and can be undertaken individually or by a group, and usually involves a significant
element of work being done at home or out of school (Firth and Mackintosh, 1987).
In project, the whole work process is as important as the final result or product.
Project work is an integrated learning experience that encourages students to break away from
the compartmentalisation of knowledge and instead involves drawing upon different aspects of
knowledge.
provides an opportunity for students to explore different approaches in solving problems
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5. Components of PBL:
1. Students choice
2. Dividing the tasks
3. Researching and writing book
4. Developing essential Questions
5. Book Development
6. Getting related WORD-ART
7. 3D presentation
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6. Why PBL?
- Peer learning can improve the overall quality of student learning
- Group work can help develop specific generic skills sought by employers.
◦ Collaborative skills, organisational and time management skills, analytical and cognitive skills,
teamwork skills
- Group work may reduce the workload involved in assessing, grading and providing feedback to
students.
- it is an opportunity to boost up the higher order thinking skills of students.
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7. Types of Project:
1. Research- based Project
◦ More theoretical in nature
◦ may consist of putting a question, formulating a problem or setting up some hypotheses
◦ Eg. Educational project, science research project
2. Product-based Project
◦ Production of concrete object, a service
◦ A dance performance, a film, an exhibition, play, a computer programme
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8. How to create Project?
Most projects have certain common defining features (Katz & Chard, 1989)
Student centred
A definite beginning, middle, and end
Content meaningful to students; directly observable in their environment
Real-world problems
Firsthand investigation
Sensitivity to local culture and culturally appropriate
Specific goals related to curriculum
A tangible product that can be shared with the intended audience
Connections among school, life, and work skills
Opportunity for reflective thinking and student self-assessment
Authentic assessments (portfolios, journals, etc.)
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9. Essential elements of PBL:
1. Situation or Problem
2. Project description and purpose
3. Performance specification
4. Rules
5. List of project participants with roles assigned
6. Assessment
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10. Seven essential things in Project:
1. A need to know (entry event-trip, video, lively discussion etc..)
2. A Driving Question (heart of the project)
3. Students voice and choice (Own style and area of interest)
4. 21st century skills (collaboration, presentation, …)
5. Inquiry and Innovation (with real people than researching in diff. sources)
6. Feedback and Revision (for high quality product by rubrics…)
7. A publicly presented product (parents, peers and community)
Lermer and Mergendoller
Seven essential for Project based learning
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11. Assessment in PBL:
1. 4P Model (Project Log, Written Project report,
Practical Development,Project presentation)
2. Checklist
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12. Six A’s Project Checklist:
1. Authenticity
◦ Meaningful to the student? Similar with project undertaken by adult? Useful for them beyond school?
2. Academic Rigor
◦ Enable student to acquire and apply knowledge of one or more discipline?
3. Applied Learning
4. Active Exploration
5. Adult Relationship
6. Assessment practices
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14. Domains Learning Outcomes
Knowledge application
[Apply creative and critical
thinking skills]
Students will be able to make connections across different areas of knowledge and to generate,
develop and evaluate ideas and information so as to apply these skills to the project task.
be able to choose a knowledge area and within this delimit a task or a problem,
be able to choose relevant material, methods as well as relevant tools,
be held to draw up a project plan and where needed revise it
Communication
[Improve communication
skills; both oral and
written]
Students will acquire the skills to communicate effectively and to present ideas clearly and coherently
to specific audience in both the written and oral forms
be able to discuss with their supervising teacher how their work is developing,
be able to provide a written report of the project describing the progress of the work from initial idea
to final product
be able to produce a final product which means an independent solution to the task or problem chosen
Collaboration
[Foster collaborative
learning skills]
Students will acquire collaborative skills through working in a team to achieve common goals.
Independent Learning
[Develop self-directed
inquiry and life-long
learning skills]
Students will be able to learn on their own, reflect on their learning and take appropriate actions to
improve it.
be able to use a logbook documenting the progress of their work and regularly report the process
be able to assess either in writing or verbally their work process and results.
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15. How to Assess:
Some tools:
1. Summative Assessments:
◦ Rubrics
◦ Model making scheme
2. Formative Assessments:
◦ Individual Conference
◦ Posing Questions
◦ Tickets to Lunch
◦ Online bulletin board
◦ Graffiti Wall
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16. General Marking Criteria for Projects
100 -90% Exceptional and distinguished work of a professional standard. Outstanding technical and expressive skills.
Work demonstrating exceptional creativity and imagination. Work displaying great flair and originality.
89-80% Excellent and highly developed work of a professional standard. Extremely good technical and expressive skills.
Work demonstrating a high level of creativity and imagination. Work displaying flair and originality.
79-70% Very good work which approaches professional standard. Very good technical and expressive skills.
Work demonstrating good creativity and imagination. Work displaying originality.
69-60% A good standard of work. Good technical and expressive skills. Work displaying creativity and imagination. Work displaying some originality.
59-50% A reasonable standard of work. Adequate technical and expressive skills. Work displaying competence in the criteria assessed, but
which may be lacking some creativity or originality.
49-40% A limited, but adequate standard of work. Limited technical and expressive skills. Work displaying some weaknesses in the
criteria assessed and lacking creativity or originality.
39-30% Limited work which fails to meet the required standard. Weak technical and expressive skills.
Work displaying significant weaknesses in the criteria assessed.
29-20% Poor work. Unsatisfactory technical or expressive skills. Work displaying significant or fundamental weaknesses in the criteria assessed.
19-10% Very poor work or work where very little attempt has been made. A lack of technical or expressive skills.
Work displaying fundamental weaknesses in the criteria assessed.
9-1% Extremely poor work or work where no serious attempt has been made.
Table 5.3 General Marking Scheme for Projects
[source: Chard, S. C. (1992). The Project Approach: A Practical Guide for Teachers.
Edmonton, Alberta: University of Alberta Printing Services]3/22/2018 TYATA2016@GMAIL.COM 16
17. Methods of Assessing:
Product Scoring:
Method 1: Shared group Marks
Method 2: Share-out Marks
Method 3: Individual Marks(Allocated task or
Method 4: Individual Examination Marks
Method 5: Combination of Group Average and individual Marks
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18. Process scoring:
1. Peer/ Self
evaluation Marks
2. Individual
journals
3. Minutes of group
Meeting
4. Group/ Individual
contribution Marks
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20. Challenges in PBL:
-resources
- qualified and skilled tutor
- planning
- students management
- follow up
- individual recording
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21. Thank You!!!
Reference:
Lermer J. & Mergendoller J.R.(), Seven essential for project based learning
Droppelt Y.(2003), Implementation and Assessment of project based learning in flexible
environment
Machella J. & Dyszel J.(2014), project based assessment update
Starking S. (1997), Assessing Students Project
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Closing Video!