This post is #9 in a series of 10 posts that serve as extensions of the 10 chapters in Hacking Project Based Learning, which I coauthored with Erin Murphy. This post is an extension of Chapter 9, which focuses on summative assessments. #HackingPBL
For all of the posts in the series, tap/click here.
Once again, as educators start to implement project based learning (PBL), two of their more popular questions are: How will my students and I know they are learning what they are supposed to be learning? How will I assess this? Yes, as stated in 5 Reasons Your Rubric Needs a Makeover, some form of a rubric is part of the answer. However, the conversation doesn’t end there.
While we can use a version of a rubric to provide students with feedback (in relation to the project’s learning targets) while the learning is taking place, I don’t think we should be so quick to ditch the paper and pencil test that is given after this learning has occurred.
Here are four reasons to potentially assess PBL with a (somewhat) traditional test.