Project-Based Learningand

Performance-Based Assessment

Alternative Terms

Problem-basedInquiry-basedAuthenticReal-worldLearning by Doing

Components Real-world framework and context for learning Long-term projects

Local and/or Community projectsService learning, non-profits, or charities

Enterprise projectsInvolving companies

Risk and making mistakes are accepted as part of the process

Feedback is collegial and respectful

Experiential Learning Learning by doing Hands-on experience in highly applied environment Students actively engage in creating their own

knowledge Internships or service learning Learning Cycle

Plan Do Reflect Integrate

Community-Centered Collaboration

Learning communities of students, faculty, experts, and mentors

Team projects which foster collaborative, interpersonal, and communication skills

Knowledge-Centered Competency-Based Learning

Well-defined learning goals and competencies Knowledge and skills necessary for success are

explicitly communicated In-depth understanding is the objective

Integrated

Content, projects, and courses are well-organized, related, and interdisciplinary, which results in increased relevance

Students are not limited to one discipline

Learner-Centered

Instruction is driven by student Needs Interests Learning styles

Students are engaged in solving real-world problems – highly motivational

Students try to answer a question that has relevance for them

Students have ownership in the learning Self-assessment

Mentor-Guided

Cognitive apprenticeship Teacher is facilitator, mentor, and guide Students learn to work and think like professionals

Assessment-Centered

“In-depth investigation of a real-world topic worthy of children’s attention and effort.” Sylvia Chard

Designing learning by starting with the assessment

PBL Assessment Tools

Rubrics and Portfolios Authentic assessment realistic, like that found in the workplace

Co-design PBL rubrics with students Critiques

Mentor Teacher Colleague Experts

“Present” by posting on the internet Seeking international collegial feedback by working

with students from other countries

21st Century Assessment

If Standardized Tests are first generation assessments for accountability,

Chris Dede, Harvard, argues that for second-generation standards, we need deeper focus on fewer skills that are central to the 21st century and second-generation assessments need to be broader, multiple measures that look at the many things students have learned and mastered.

Conceptual Framework of Project Development

Plan

Do

Pilot

Revise

Present

Objective: Innovative Creative Thinker Cognitive Apprenticeship for Learner Teacher is Expert, Mentor, and Guide Learning Environment

Risk-taking is encouraged Community of Learners Constructive criticism is valued Focused on learning process and improving work Cycle of Reflection-Action repeated in Pilot and Revise Thinking about Learning improves Learning

Leads to Reflection in Action

Plan

Design Outline Document Project Map Brainstorm Ideas Prepare Strategy

Plan

Do

Pilot

Revise

Present

Do Construct Draft Create Build Act Compose Carry Out Interpret Represent Produce Artifact

PlanDoPilotRevisePresent

Pilot

Test Ideas Demonstrate early version Explore alternatives Evaluate performance Implement Seek Feedback Collegial Critique Mentor Desk Critique Self-Reflection Performance before

competence – James Gee

Plan

Do

Pilot

Revise

Present

Revise

Edit Rework Improve Optimize Fine Tune Enhance Polish Upgrade

Plan

Do

Pilot

Revise

Present

Present

Defend Discuss Display Exhibit Perform Communicate Results Assess Evaluate

Plan

Do

Pilot

Revise

Present