Planning assessment in PBL
Reading Activity - Assessment
In pairs or threes with people from a different stage, read one article each and discuss the key points about assessment in PBL.
Work that matters: A teachers guide to project-based learning (pages 47-50)
Embedding assessment in PBL (video)
Effective Assessment in PBL
Sample project assessment map
In pairs or threes with people from a different stage, read one article each and discuss the key points about assessment in PBL.
Work that matters: A teachers guide to project-based learning (pages 47-50)
Embedding assessment in PBL (video)
Effective Assessment in PBL
Sample project assessment map
Planning Activity - Assessment
In stage teams identify what the critical content and understandings are that you want students to have developed by the end of the project. Then identify what tasks you will be designing and when you will be assessing students and put this information in the shared GDrive folder.
Share these with the group and discuss.
In stage teams identify what the critical content and understandings are that you want students to have developed by the end of the project. Then identify what tasks you will be designing and when you will be assessing students and put this information in the shared GDrive folder.
Share these with the group and discuss.
Structuring PBL Time
Research Activity - What happens in a PBL lesson?
Watch this video of high school students engaging in a series of PBL lessons. As you watch, note down all the different tasks and activities they are engaged in (both what you see and what the teacher describes)
What does PBL look like in action?
- Lots of different things going on at once
- Experts being part of the process, part of project time
- Lots of reflection
- Different assessments throughout the project time
- Students were tracking their own progress
- Students signed a contract to make their time accountable
- Used content from other lessons in project time
- Lots of 21st century skills - collaboration, critical thinking
- Accessing different resources
- Students working in groups, in pairs and independently
- All students were on task and knew what they were doing
- Working towards and authentic product
- Student driven, they saw the value of it
- Individual accountability
What did the teacher do?
- Providing students with planning scaffolds
- Constantly referring to the audience
- Explicitly teaching skills, for example, public speaking - cross curricular content
- Content based lessons prior to sessions
- Clear expectations
- Providing resources for students (a range)
- 'Workshopping'
- Preparing resources/connecting students to resources before lessons
- Modeled skills - respecting others, collaborating etc
Planning Activity - Planning a sequence of PBL lessons
Work in stage teams to plan the next series of PBL lessons for Week 7/end of Week 6.
Share your ideas with someone from a different stage and listen to theirs. Offer feedback/feedforward about the lessons.
Work in stage teams to plan the next series of PBL lessons for Week 7/end of Week 6.
Share your ideas with someone from a different stage and listen to theirs. Offer feedback/feedforward about the lessons.
