Project-Based Learning Session 3, Assessment. http://thaiuo.uoregon.edu Cindy Kieffer Leslie Opp-Beckman University of Oregon. Topics, Session 03. Opening Remarks. Activity 1, Review. Types of Assessment. Activity 2, Matching Goals and Assessment. Wrap Up and Homework. Review.
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Activity 1, Review.
Types of Assessment.
Activity 2, Matching Goals and Assessment.
Wrap Up and Homework.
Projects can be in a format as…
1) Reports (notebook, folder).
2) Displays (bulletin board, poster, photos).
3) Dramatizations (skit, play, music/dance).
Discuss in groups, get feedback:
Types of goals.
Draft of project checklist.
Be sure goals and checklists match.
Summative (“traditional”) vs. formative…
Summative = tests; right/wrong.
Formative = feedback along the way to help “form” or “inform” the project process and product.
Others (e.g. parents, community, other classes).
Rubrics are usually in table format and contain…
Criteria (based on goals).
Levels of performance.
The criteria should directlymatch the project goals.
Holistic = quick, general feedback on the project as a whole (e.g. comment sheet).
Analytic = detailed feedback on the parts of the project (e.g. rubric).
Choose assessments that match project goals. See rubric examples, pgs. 3 and 4 in the handout.
Who will assess projects (goals)?
Holistic or analytic assessment?
What items will appear on your assessments (rubrics)?
Bring your goals, checklists, and assessment rubrics to our next session. Be prepared to explain the relationship between them.
For copies of handouts: