This presentation discusses using projects as a form of formative assessment. It defines a project as a collaborative enterprise planned to achieve a goal, and formative assessment as feedback provided during learning to improve progress. The presentation outlines how projects can be used for formative assessment by engaging students in complex tasks and self-evaluation. It provides steps for developing projects, and notes projects should be student-centered, involve collaboration and technology, and develop real-life skills. The teacher takes a facilitator role in projects rather than directing all student work. Projects thus allow teachers to better understand students' learning and provide supportive feedback.

1. MADE AND PRESENTED BY:
SOHAIL AHMAD
Institute of
education and
research
MAIL IDE:
sohail9595@yahoo.com
University of
Peshawar

2. Presentation on
• Project as a procedure of
formative assessment

3. Procedure

A particular course of actions intended to
achieve a result.

An established or official way of doing
something.

A series of action conducted in a certain order
or manner.

4. Formative assessment



Formative assessment occurs over a period of
time and monitor students progress.
“Formative assessment refers to assessment
that is specifically intended to provide feedback
on performance to improve and accelerate
learning”(Sadler, 1998)
It support learning during learning process.

6. Assessment can be either formal or informal.
 Formal assessment usually implies a written
document, such as a test, quiz, or paper. A formal
assessment is given a numerical score or grade
based on student performance,
 whereas an informal assessment does not
contribute to a student's final grade. An informal
assessment usually occurs in a more casual
manner and may include observation, checklists,
performance and portfolio assessments,
participation, peer and self-evaluation, discussion
and project.

7. 



An individual or collaborative enterprise
planned and designed to achieve an aim.
project learning is a collaborative approach to
teaching and learning in which learners are
placed in situation where they use authentic
language to accomplish particular objectives.
As part of process learners plan, work on
complex tasks and assess their performance
and progress.
A project is designed around issues, questions
or needs identified by the learners.

8. 




Builds on previous work
Integrates the four language skills
Incorporates collaborative team work, problem
solving
Challenges learners to use English in new and
in different contexts
Involves learners in choosing the focus of the
project and in the planning process

9. 



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Engages learners in activities,
Acquires new information
Has clearly articulate outcomes
Incorporate self evaluation, peer evaluation
and teacher evaluation.
Increase the development of real-life skills.

10. 



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Step 1. (Re)assess need and capability
Step 2. Establish the project planning team
Step 3. Develop project goals and objectives
Step 4. Select and characterize the audience
Step 5. Establish program format and delivery
system
Step 6. Assemble materials, resources, and
facilities
Step 7. Plan for emergencies

11. To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
present
To learn written communications –
write

12. To 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

13. 







Project-centered
Student-centered
Constructive
Collaborative
Creative
Communication- focused
Research-based
Technology- enhanced

14. The teacher’s role is one of
coach, facilitator, guide,
advisor, monitor…
not directing and managing all
student work.

15. 


It is a Collaborative approach
Help us to know Student Language, Literacy,
effective behavior and Cognitive strategies.
A Project is assessed and designed by the
student according to his thinking, issues,
questions and needs.

16. 

By giving students project of learning
teacher can assess their progress, abilities
and problems arising during project and
learning.
So it creates opportunity for teacher to
know about students problems and solve
them and give them supportive feedback
and guidance.

17. 


Feedback to any pupil/ member should be
about the particular qualities of his/her work,
with advise on what he/she can do to improve
and should avoid comparison with other pupils.
Each member must be given help and an
opportunity to work on the improvement.
If formative assessment is productive, pupils
should be trained in self-assessment of project
so that they can understand the main purpose
of their project and thereby grasp what they
need to do to achieve.

18. 


The objective and outcomes of project should
be thoughtful, reflective, focused to explore
understanding and conducted so that all pupils
have opportunity to think and express their
ideas.
Through project we can determine the current
state of student learning and understanding,
with the action taken to improve learning and
correct misunderstandings.
Project develop self and peer assessment skills
of students.

19. 1.
2.
3.
4.
5.
Who is and not understanding the lesson?
What are the student’s strength and needs?
What misconceptions do I need to address?
What adjustments should I make to
instruction?
How shall I group students?

20. Thoughts ??
Reflections?
?
Q&A
Questions??

21. Thank you