How to assess Networked Project-Based Learning Projects

by iEARN Teacher, Carolyn Davis

Assessment of problem-based learning: students and classes

1. Written examinations
2. Practical examinations
3. Concept maps
4. Peer assessment
5. Self assessment
6. Facilitators/tutor assessment
7. Oral presentations
8. Reports

Written examinations
Traditional written examinations can be conducted either as closed-book or open-book examinations. Questions should be designed to ensure transference of skills to similar problems or subject domains.

Practical Examinations
These examinations are used to ensure that students are able to apply skills learned during the course.

Concept maps
Much of learning that goes on during problem-based learning is more than just a compilation of facts. As such, written examinations may not be an adequate measure of student growth. Requiring students to generate concept maps, in which they depict their knowledge through the creation of identified node and links, may present another option to determining their cognitive growth.

Peer assessment
Because life outside the classroom usually requires working with others, peer assessment is a viable option to measure student growth. Providing students with an evaluation rubric often helps guide the peer evaluation process. This process also emphasizes the cooperative nature of the PBL environment.

Self assessment
An important element of problem-based learning is to help students identify gaps in their knowledge base in order for more meaningful learning to result. Self assessment allows students to think more carefully about what they know, what they do not know, and what they need to know to accomplish certain tasks.

Facilitators/tutor assessment
The feedback provided by tutors should encourage the students to explore different ideas. It is important that facilitators not dominate the group, facilitate learning and exploration. Tutor assessment may consist of how successful individuals interacted with their group and their cognitive growth.

Oral presentations
Because so much of work life revolves around presenting ideas and results to peers, oral presentations in problem-based learning provide students an opportunity to practice their communication skills. Presenting findings to their group, the class, or even a real-life audience can help strengthen these skills.

Reports
Written communication is another skill important for students. Requiring written reports allows students to practice this form of communication.