This week’s paper is designed to help you identify assessment for instructional best practices widely acknowledged to produce learning gains. First, choose one of these instructional best practices:

Running head: PROJECT-BASED LEARNING

Project-Based Learning

Dorothy Pauline Browning

Keiser University

Dr. Rosa

EDU 514 Advanced Educational Assessments and Evaluation

December 3, 2019

The instructional best practice that has been selected for this discussion is project-based learning. Project-based learning refers to a student-centered pedagogy that involves a vibrant classroom loom -in which it is believed that learners obtain a productive knowledge through the dynamic examination of the real-world problems and challenges (Hutchison, 2016). Learners learn about a subject by studying for an extended period, to explore and respond to a complex issue, challenge, or a question. In this discussion, the assessment method that entirely fits the project-based learning will be described. The assessment method will ensure that project-based learning fully meets the learning objectives of the learners and the course in general. Project-based learning is, therefore, a style that encourages inquiry-based learning and active learning.

Markham (2011) depicts project-based learning as the style that integrates knowledge and actions. Students are given the opportunity of learning experience and the core curriculum elements, as well as applying the knowledge in approaching various challenges and situations in life . Project-based learning enables learners to utilize digital tools to produce collaborative and high-quality products (Hutchison, 2016). Project-based learning cannot solely rely on books, as experience is crucial in its activation. Project-based learning has elements of constructivism, especially those from Jean Piaget. The constructivism theorists hold that project-based learning is a comprehensive teaching method that is applied in instructions by engaging learners in the investigation. The basis of project-based learning lies in the real-life application of study or authenticity (Svihla & Reeve, 2016). The proponents of project-based learning describe various benefits associated with it when it comes to the execution of its strategies in the classroom. These benefits include comprehension of concepts deeply, broader information base, improved social/interpersonal skills and communication, increased creativity, advanced writing skills, and enhanced leadership skills . Students work together as a team in solving real-world problems in the real world. John Dewey is another proponent of project-based learning; he stresses that students have to learn through actions. According to Dewey, the teacher is not in school to implement specific ideas or establish habits among learners (Svihla & Reeve, 2016). The role of the teacher is to come up with strategies that will influence the learner positively and invoke creativity and critical thinking.

Project-based learning calls for authentic assessment that promotes active learning among all learners. Project-based learning requires teachers to be much informed on the assessment methods, especially in the modern world, where technology has revolutionized almost everything. Teachers have to employ the 21st-century assessment and grading criteria in project-based learning (Brassler & Dettmers, 2017). Project-based learning requires assessments to be conducted as the students are progressing with their projects. The reasons as to why project-based learning has to be assessed while the program is ongoing are to ensure that the learners have effectively applied the knowledge and skills all through the process of the building project. The instructor should, therefore, assess the participation, work quality, and understanding of the learners the moment when they start working on their project (Brassler & Dettmers, 2017).

The most practical assessment strategy that should be applied in project-based learning is formative assessments. The formative assessment involves a typical evaluation of the project, while it is still ongoing (Brassler & Dettmers, 2017). The developmental assessment criteria employed in project-based learning can include evaluation using manifest files such as the project vision, rough draft, storyboard, verbal behaviors such as sharing of ideas and resources, and participation in group discussions, and non-verbal cognitive tasks such data evaluation and risk-taking (Brassler & Dettmers, 2017).

It is crucial for the instructor always to plan while designing the project. The instructor has to come up with the possible objectives that the students have to meet after completing the project work (Lattimer & Riordan, 2018). Most of the assessments focus on the mastery of the content and end-up, ignoring the course objectives and the learner’s ability to apply acquired knowledge and skills in real-life situations.

Rubrics are crucial to ensure that project-based learning is assessed adequately. Rubrics are an example of an authentic assessment tool that gives clear project expectations, examines the product and the whole process of building the project, enumerates the performances of student evaluation, enables the learners to comprehend what they to do to shine, and helps in removing bias and subjectivity in the evaluation process (Lattimer & Riordan, 2018). It is always encouraged for students to be engaged in the assessment process. Involving the learners in the assessment process of their projects promotes motivation, self-directed learning, and advances meta-cognition. Asking the learners to reflect on their performance boosts their strengths hence experiencing significant results in their studies. Authentic project work has to reflect the problems, questions, and needs of the entire human society in general (Lattimer & Riordan, 2018).

Project-based learning is much imperative in meeting the overall learning objectives. However, project-based learning cannot transpire effectively with the application of an appropriate assessment tool. From the discussion, project-based learning requires formative assessment as the learners’ progress on the project activities have to be evaluated; the program is ongoing. The formative assessment has to integrate the components of the authentic assessment criteria , which is more advanced. It is also crucial for educators to consider the end goals of the project as it is what matters more in boosting their knowledge and application.

References

Brassler, M., & Dettmers, J. (2017). How to Enhance Interdisciplinary Competence— Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning. Interdisciplinary Journal Of Problem-Based Learning, 11(2). doi: 10.7771/1541-5015.1686

Hutchison, M. (2016). The Empathy Project: Using a Project-Based Learning Assignment to Increase First-Year College Students’ Comfort with Interdisciplinarity. Interdisciplinary Journal Of Problem-Based Learning, 10(1). doi: 10.7771/1541-5015.1580

Lattimer, H., & Riordan, R. (2018). Project-Based Learning Engages Students in Meaningful Work. Middle School Journal, 43(2), 18-23. doi: 10.1080/00940771.2011.11461797

Svihla, V., & Reeve, R. (2016). Facilitating Problem Framing in Project-Based Learning. Interdisciplinary Journal Of Problem-Based Learning, 10(2). doi: 10.7771/1541- 5015.1603