Key Requirements for Effective Assessments

Requirements for Effective Assessments

Backyard Nature PBL Alignment of PBL Outcomes and Assessment Criteria

Assessment in the traditional classroom consists of regurgitating information that has either been presented in class or obtained through reading a textbook or other information presented to the students. In Backyard Nature, most of the formative assessments will be based on the evaluation of the ongoing work of the students' own reflections on discoveries and findings during their exploration of  the nature trail. Using the students' journals, lab notebooks, and teacher observations will allow for an evaluation of the knowledge that the students' are gaining and their ability to apply that knowledge to real world situations.

One statement in the EdTech542 "Authentic Assessment" section of the Moodle site, pretty much sums it up as far as the goal of PBL assessment.

Taken from: (EdTech542, Authentic Assessment, 5/3-6/5/16)

In order to be a meaningful part of learning, assessments should done as part of the learning process, incorporated into the learning, instead of as a separate entity. In Backyard Nature, students will be using Blogger in order to keep a journal of their discoveries, as much as technology availability will permit. They will also keep a handwritten and illustrated journal as a back-up. The journals will be evaluated for understanding of key concepts throughout the process to ensure that the students are gaining an understanding of key plant concepts and learning goals.

In an article titled "Assessment Through the Student's Eyes", the author states that "Assessment for learning provides both students and teachers with understandable information in a form they can use immediately to improve performance." "When we use assessment for learning, assessment becomes far more than merely a one-time event stuck onto the end of an instructional unit. It becomes a series of interlaced experiences that enhance the learning process by keeping students confident and focused on their progress, even in the face of occasional setbacks." (1) 

By using ongoing authentic assessment it will become apparent immediately if a student is struggling, providing the opportunity to intervene and assist the student right away. I find that this generation of students has difficulty staying on track, even when presented with rubrics. By monitoring their progress throughout the investigation of the plants on the nature trail, I will be able to detect students losing sight of the project goals and re-direct them so that they can experience success.

On the BIE site, the article titled "Hangout Recap: Assessment in Project Based Learning",  had a great outline of the questions addressed during their Hangout. "At the end of our Hangout, Erika reminded us of our take on Project Based Learning in, “Main Course Not Dessert.” Assessment is part of the main course and not something that happens after. As educators we should use both formative and summative assessments throughout the project and not just at the very end." (2) 

Assessing students throughout the learning process is the only way to lead them on a successful journey of discovery. Testing at the end of a unit or project only, does not aide in the learning process because at that point the student who has been lost throughout the unit is already behind and now feels like a failure. Testing at the end does not aide in the learning process, which is our goal as educators.

Key requirements for successful PBL assessment include the constant monitoring of student progress and achievements, assessing authentic work, immediate feedback to students on their work, the use of rubrics that students have had input in creating, and ongoing teacher coaching, assisting, and redirecting when necessary. Teacher planning and design of authentic assessments, based on standards and goals is imperative. The initial training of the students in the understanding of their goals, end products, and overall expectations is crucial. The success of a project will be the product of the whole team, students, teachers, parents, administration, and the community, understanding and embracing the PBL learning process.

Work Cited:

1. (2010). Assessment Through the Student's Eyes - ASCD. Retrieved May 30, 2016, from http://www.ascd.org/publications/educational-leadership/may07/vol64/num08/Assessment-Through-the-Student's-Eyes.aspx. 
2. (2014). Hangout Recap: Assessment in Project Based Learning | Blog - BIE. Retrieved May 30, 2016, from http://bie.org/blog/hangout_recap_assessment_in_project_based_learning.