By the end of PBL 101, you will have started planning a project by:

O Understanding “Main Course” PBL

O Generating a Project Idea

O Refining a Driving Question

O Balancing Assessment Strategies

O Gathering Tips for Managing Projects

O All of the Above

TRADITIONALASSESSMENT

CONTENT

21st CENTURY SKILLS

Authentic assessment

Involve Everyone

“Real World” (Problem/Task & Context)

Emphasize Quality (relevant and rigorous)

Transparency of Tools

Assessor & Assessee Interactions

Standards

Formative and summative

Continuum of assessment

Daily Homework

Weekly Quiz Lab Informal assessment

Early milestone Journal Self-reflection Preliminary plans Group process report

Mid-project milestone Essay Mini-Presentation Model Storyboard Blueprint

End of project Exhibition Completed artifact Oral presentation Defense before a panel Unit Test

FORMATIVE SUMMATIVE

KITTY KARRIER PROJECT REQUIREMENTS

☐ Low Cost Materials

☐ No Metal Parts

☐ Fit Underneath Seat on Plane

☐ Open & Close Access

☐ Comfortable & Breathable

☐ Rigid Structure

Checklists v. Rubrics

KITTY KARRIER PROJECT REQUIREMENTS

☐ Low Cost Materials

☐ No Metal Parts

☐ Fit Underneath Seat on Plane

☐ Open & Close Access

☐ Comfortable & Breathable

☐ Rigid Structure

KATEGORIES Not Yet Almost There Good to Go Wow!

Cost of Materials

Specifications

Aesthetics

INDIVIDUAL

GROUP

Best practices in assessment

Create rich descriptors of criteria for your rubrics

Provide students with assessment criteria from the start

Provide exemplars of quality work (?)

Capture process as well as product (e.g., work folders)

Weight later performances (P21 Skills)

Disaggregating data

And, as a school...

Use common, calibrated rubrics school-wide

Rubrics & Grading in PBL

• A rubric for each major product in project

• Separate rubrics (or rows) for content knowledge/skills and 21st century skills 

• Checklists and rubrics – there is a big difference

Provide a tool for precise feedback

Increase fairness while decreasing grading time (create rich descriptors for criteria)

Weigh individual grades more heavily than group grades

BelowStandard

11.9.7

Student does not examine the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

AtStandard

Student examines the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

AboveStandardStudent thoroughly analyzes and evaluates relations between the United States and Mexico in the twentieth century, including key economic, political, immigration issues.

11.11.1

Student accurately discusses the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

Student thoroughly analyzes the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society in both positive and negative directions.

Student does not accurately discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

Standards-based Rubric Design tip

Project Management Deliverables

PowerPoint storyboard

Exhibit planning guide

Concept maps

Website map

Audience planning guide

Learning logs

Refine a Driving Question

Determine Culminating Products

Create an Entry Event*

Draft a project rubric

Next steps

PROJECT PACKET

o Team Rostero Project Calendaro Rubric & Assessmentso Checklist of Requirementso Templates for contracts, lists, etc.o Presentation/Exhibition Scheduleo Resource List

Entry Event

Create Need to Know list

Project teams announced

Discussion of expectations for teamwork

First team meeting: team-building activity, contract, initial task list

MONDAY

planning

Review Standards

Write/Refine the Driving Question

Write/Refine/Find the Project

Describe Student Products (demonstration of understanding)

Create an Engaging Entry Event

Meet with your team; get some help

Create master project calendar for school

Day 0

Smooth move

Stage ExhibitionConduct Summative AssessmentIndividual Defense – take the time!

Followed by…

Structured ReflectionPeer Evaluation (Collaboration Assessment)Self Reflection of Learning OutcomesAssignment of Bonuses/RewardsProject Debriefs

“LASTDAYS”

Reflect on process and outcomes

Student performance tied to driving question and standards

Student engagement

Clarity of instructions

Clarity of process

Clarity of evaluation

Begin with the end in mind

Craft the Driving Question

Plan the Assessment

Map the project

Manage the process

Refine Project Idea & Driving Question

Create Project Calendar

Design Project Materials • Entry Event• Guidelines

Draft a project rubric

Next steps