6.8.4 ASSESSMENT

Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all.
According to http://www.districtadministration.com/article/challenge-assessing-project-based-learning
... we must pay attention to what we measure in the project...
I have observed that while handling PBL still our traditional assessments can applylike we do tests, quizzes, and homework assignments just like everyone else. I think there are some best practices with respect to using these traditional assessments, though; first, there should be clear and obvious ties to the context of the project. This isn’t a big stretch, most of the time. We ask students to apply the standards to solving authentic, real- world problems, and in doing so, it isn’t a lot of extra work to create or re- word assessment items (test questions, etc.) to tie back to the scenario of our project. The same goes for homework, although in most project- based classes I am aware of, there’s more of a balance between traditional skill- building type homework and project related research.

The question of "How do you balance individual and group assessment?" has been a problem to me!


In a word, equally. When one switches to a collaborative learning environment, there is sometimes a tendency to swing perhaps too enthusiastically to group assessment. This is a mistake for a few key reasons. First, and most obviously, it can encourage freeloading. We all know that, in a pure sense, all students can contribute to the success of a project in many diverse ways; we also know, in a pragmatic sense, that if less motivated students know that their grade will be the same as the highly motivated in their group, they might just decide to float. Second, in the high stakes of high school, parents of high achievers do not want the transcripts of their children to suffer because of an overemphasis on group assessment. Last, an overemphasis on group assessment doesn’t reflect the reality of the work force. Yes, most jobs today involve team collaboration. However, most such jobs also involve individual performance reviews as well. Should PBL teachers assess group products on a whole- group basis? Yes. To what extent should they try to balance the individual and group assessment? In my opinion, equally. My personal rule of thumb is to make a final, high- stakes product an equal weight to more traditional assessment such as a test or essay.

6.7.4 REFLECTING ON THE ESSENCE OF THE GATHERING PHASE IN PROJECT BASED LEARNING

When writing the Process stage of a WebQuest we must ensure "Every step is clearly stated. Most learners would know exactly where they are at each step of the process and know what to do next. The process provides learners coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task." WebQuest rubric) Technology integration is assessed under the Resource section of the rubric.

I have been able to understand Learner Support

Learner support is important because learning support is the communication process where support by the teacher is provided for the learner and skills are gained on the part of the learner.
The teacher can give the learners just enough support so they can accomplish the task by themselves. The teacher gives learners this support in any number of ways, ranging from hints or feedback to demonstrating the task to the learners. This is a temporary framework that supports students as they develop new skills, just as buildings are supported when fresh concrete is poured to make the floors and walls.

The activities for the third phase, "processing" the project, include reflection and follow-up on the projects. In this stage, the learners share their artifacts in a small group or with the entire class, obtain feedback, and reflect on the learning process and the project. Learners share each group's or individual's project and exchange feedback.

Houghton Mifflin's Project Based Learning Space

The four phases model of Project-Based Learning: searching, solving, creating, and sharing

(http://www.college.hmco.com/education/pbl/background.html)

Mission to Mars

This project provides four stages model of Project-Based Learning: problem generation, creation of cooperative team, jigsaw group, and culminating a consequential task

(http://www.college.hmco.com/education/pbl/project/project4.html)

6.6.4-Gathering Phase

In project-based approaches, the Gathering phase starts once the learners have:

1. Been introduced to the project and task/problem/question that poses the challenge;
2. Been allocated their groups and group roles.

The new phase is characterized by the learners analyzing the task and its information requirements. Good tasks will challenge the learners to engage in complex and higher-order thinking processes. Identifying what information and data will fuel that thinking is the first responsibility of the group. They then develop an information- and data-gathering plan and embark on what would quite likely be a number of gathering and evaluation cycles.

I was able to ;
Study WebQuests and assess the resources and use the criteria from the WebQuest rubric

i have learnt that 

1.  Project based learning Overcomes the dichotomy between knowledge and thinking,helping students to both ‘‘know’’ and ‘‘do.’’
2.  Supports students in learning and practicing skills in problem solving, communication, and self-management.
3.  Encourages the development of habits of mind associated with lifelong learning, civic responsibility, and personal or career success.
4.  Integrates curriculum areas, thematic instruction, and community issues.
5. Assesses performance on content and skills using criteria similar to those in the work world, thus encouraging accountability, goal setting, and improved performance
6. Creates positive communication and collaborative relationships among diverse groups of students.
7. Meets the needs of learners with varying skill levels and learning styles.
8. Engages and motivates bored or indifferent students.
9. As with any teaching method, PBL can be used effectively or in-effectively. At its best, PBL can help you as a teacher create a high performing classroom in which you and your students form a power-ful learning community focused on achievement, self-mastery, and contribution to the community. It allows you to focus on central
   ideas and salient issues in your curriculum, create engaging and challenging activities in the classroom, and support self-directed learning
   among your students.

6.5.4 PLAN LEARNER MANAGEMENT

Learning Objectives:

The objectives of the lesson i appreciated were as here under,

• Analyse existing projects and recognise examples of sound principles, best practice and practical ideas for your own practice;
• Plan a WebQuest or similarly structured project;
• Evaluate the effectiveness of a WebQuest or similarly structured project. 

i was able to read the link http://cmsteachingandlearning.weebly.com/blog/engaging-students-with-project-based-learning that i found was so educative.

i also studied the role of each individual using the link http://www.tommarch.com/webquests/china/chinaquest.html#Individual in the project  so am able to apply  it in my class.

i was able to start on a webquest which am now building
http://zunal.com/webquest.php?w=325159

The plumbers page in Nakawa VTI

https://www.facebook.com/NakawaTVET/
https://www.facebook.com/NakawaTVET/photos/pcb.1807125222907471/1807124292907564/?type=3