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In the last 3 weeks you have:

identified a class and subject with which you want to implement PBL

identified a driving question and received feedback on it

created a PBL Learning Design and received feedback on the design, which so far includes

aims, learning outcomes, short description

activities that support group work and the development of collaborative skills

activities that scaffold for student independence and ownership

We hope that the feedback you received so far was helpful and that you have used it to improve your driving question and activities on your design.

In this final week we ask you to embed numerous assessment activities throughout your design. The activities should be short and immediate such as those explored in section 4.2 but some also more comprehensive and in the form of peer assessment. They can be formative or summative and would ideally make reference to a rubric.

As a final step, make sure to finalise your design with further activities (TLAs) so that it becomes a rounded and rigorous design that follows as much as possible the features of an effective PBL as identified in the Project Design Rubric by the Buck Institute of Education. The criteria used for the driving question and TLAs in the previous P2P activities were based on this rubric. Make sure that your final Design will help you to implement PBL in your classroom next school year but at the same time is clear enough for an outsider to understand what you are planning to do.

When you have finalised your Design, make sure to submit it in the text box below, together with a link to your Learning Diary, your name and contact details so that your reviewer can contact you in case they have issues in accessing your work. The deadline to submit your final Learning Design is Wednesday 15th November, 23:59h CET.

As usual, please also provide feedback to 2 of your peers on their final Learning Designs by Wednesday 22nd November, 23:59h CET. Use the Buck Institute Project Design Rubric to guide your feedback. You can go through each of the rubric categories and identify to what extent the design corresponds to this but please also address aspects not specifically mentioned by the rubric such as collaboration and assessment. Please make sure that you include fair, encouraging and helpful feedback that allows the author of the design to improve their design. Of course also make sure that you take into account the context of where the design will be implemented. For an example of the type of feedback that you should provide see here.

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LINK
to my LEARNING DESIGN about  Ancient Roman architecture

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to my LEARNING DIARY

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A TeachMeet is an informal way of sharing ideas amongst teachers. It's similar to a webinar except that you, the participants, are the speakers.
I joined the course Teachmeet on Wednesday 8th November at 18.30h CET (Brussels Time) and I found it very interesting indeed!

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Starter activity: do you have to follow a strict testing system with regular standardised tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment?

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Starter activity: do you have to follow a strict testing system with regular standardised tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment?

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My reflection:

I mostly use summative assessment since in my country there is a norm that regulates how many grades per subject we are to assess a student per term (our school year is divided into two terms). So, I grade entry tests,  end-of-unit  tests, term tests, etc.

I often collaborate witn my colleagues, especially when it comes to set the criteria for the entry tests, to make sure we keep the same high level of standard in Art History teaching.

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to my RUBRIC about History of Art

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In my school, a "Liceo Artistico", my teaching department of Art History (a department which, years ago, declared History of Art as an oral subject) has decided that a student should take at least three tests per term, oral or written. Sometimes (especially when my classes are made of a lot of students) I can replace one of the oral tests, which are really time-consuming, with a written one that can be administered simultaneously to the whole class. Sometimes I cooperate with other teachers, as I did when I first had to prepare a first test in september for the fist classes (aged between 13-14), since it required group work but should have been able to yield individual marks as well. In our institute we all share a ladder of evaluation and try to stick to the same criteria.
Anyway, in Italy we are in general free to choose different methodologies for assessment, but sometime it is also required to take formal tests, specially at the beginning and at the end of each year.

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Some of the comments my colleagues made were so stimulating, above all that one recently written to me by Ibrahim Sahin which revealed to be also very helpful.

Now I am going to organize at school a peer assessment activity for my students. I hope that this will be successful and useful for the students. I think that part of the success of this activity might come from my providing them with a checklist of things to pay attention to, so that their feedback can be as detailed as possible.
Besides, I think that I will use the Ladder of Feedback as a further tool to perfect this kind of activities in my classroom.

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Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment.

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Peer Assessment: Reflections from Students and Teachers

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Embedding Assessment Throughout the Project: Keys to PBL Series Part 5

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contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in teaching, planning, and curriculum design.
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit they're lost.

To help students grasp ideas in class, ask open-ended questions that require students to write and talk. They can reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class, ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit ticketsmake it easy to administer and review student answers.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires student engagement and allows the teacher to check for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners allows student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate classroom corner to indicate their response to the prompt. For example, the corner choices might include "I strongly agree," "I strongly disagree," "I agree somewhat," and "I'm not sure."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for student understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing later.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially -types of learning journals that help students think-teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned. If she can do that successfully, she clearly understood your lesson.
22. "Separate what you do and don't understand"
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don't know as well. This won't be as simple as it sounds-we're usually unaware of what we don't know.

They'll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that's okay-the goal isn't for them to be precise and complete in their self-evaluation the goal is for you to gain insight into what they do and don't know.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
Saga Briggins wrote this post and was first published by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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22 Simple Assessment Strategies You Can Use Every Day

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Here are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

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Plan projects with Gold Standard PBL's Essential Project Design Elements.

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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How to Get High-Quality Student Work in PBL

"I thought the project was going well... but by the end, I felt that the work my students produced was not as good as I imagined it would be. I was a little embarrassed and almost wanted to dial back the audience's expectations on the night of the presentations!"
This is a common concern of teachers who are new to Project Based Learning. Things can appear to be going smoothly; students have been engaged by the project, they've been learning content and skills, they've been busy and meeting deadlines... but their thinking is not as in-depth and their final products not as polished as they should be. If this is your experience, it's time to ask yourself some questions...

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To view or download this resource, log in here.

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How to Get High-Quality Student Work in PBL

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Five steps for in-depth and polished student products.

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You can also find quite a number of ready-made rubrics that are relevant for PBL here. If you register on the BIE website you can download the rubrics as pdfs or Word documents so you will be able to adapt or translate them according to your own needs. On this page you can find some more rubric examples, mostly in Spanish but also some in English.
Finally, give the Rubistar tool a try, adapt an existing rubric or create one from scratch that you could also put to use in your PBL activities, and then share it in the form below. Your rubric can be in your own language. In order to get the link of your rubric you need to register on Rubistar and after finishing your rubric click on the "Make Available Online" button, then click on "Click Here to View or Print Your Completed Rubric" and finally copy the URL from your browser and paste it in the form below. That way we will collect a series of interesting rubrics and you can get a feel how others are approaching rubrics. You can see other participant's rubrics via this link here.

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A rubric is a grading tool that lays out the specific expectations for an assignment. A rubric is an assessment tool to:

save grading time;

improve student feedback;

promote student self learning.

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Why would you create a rubric? Simply because rubrics:

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Why would you create a rubric? Simply because rubrics:

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convey timely feedback;

make evaluations more objective;

bring structure to your grading;

provide transparency to the student (they know exactly what is being assessed, and the grade values assigned to each component prior to the assignment;

encourage student self-evaluation (they can self-check their own work to mark the progress).

In short, students can perform an assignment according to the grade that they wish to earn. Rubrics lessen grade frustrations and students will appreciate the transparency.

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselves especially well for PBL because they can capture a complex range of criteria in an organized and clear way.

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The Ladder of Feedback is a tool for providing communicative feedback about an idea, a plan, or a behavior. The idea or plan is presented to the group.  Then the group moves through the following steps (moving from one rung of the ladder to the next):

Step 1: Clarify

Ask clarifying questions to be sure you understand the idea or matter on the table. Avoid clarifying questions that are thinly disguised criticism.

Step 2: Value

Express what you like about the idea or matter at hand in specific terms. Do not offer perfunctory “good, but,” and hurry on to the negatives.

Step 3: State concerns

State your puzzles and concerns. Avoid absolutes: “What’s wrong is . . .” Use qualified terms: “I wonder if . . .” “It seems to me . . .” Avoid criticizing personal character or ability and focus on ideas, products, or particular aspects.

Step 4: Suggest

Make suggestions about how to improve things.  This step is sometimes blended with step 3: people state concerns and then offer suggestions for addressing them.

There is no set time limit for this process: It can be done in a few minutes or over the course of an hour.

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Peer Assessment: Reflections from Students and Teachers

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There are many more such simple formative assessment techniques so share any other such techniques that you are aware of or can think of in the Tricider below

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There are many more such simple formative assessment techniques so share any other such techniques that you are aware of or can think of in the Tricider below

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My entry:
My favourite way to check students' comprehension of the covered material  is to apply peer instruction. This way I can have a better idea if my teaching strategies have upgraded their skills, or I have to do further practice for deeper understanding.

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THE ROOT OF THE WORD "ASSESSMENT" IS FROM THE LATIN "ASSIDERE" WHICH MEANS "TO SIT BESIDE"

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THE ROOT OF THE WORD "ASSESSMENT" IS FROM THE LATIN "ASSIDERE" WHICH MEANS "TO SIT BESIDE"

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As the quote above suggests, assessment should be about "sitting beside someone", providing feedback and helping them to improve. Assessment should not only be about giving a grade at the end but it should be an on-going process, where teachers and students alike assess their learning as they work on the projects.

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The learning objectives for this module are:                                       

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The learning objectives for this module are:                                       

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1.    Understanding the difference between formative and summative assessment

2.    Understanding how assessment can be embedded into PBL activities

3.    Understanding what a rubric is and why it can help us assess PBL

4.    Develop a finalised and rigorous PBL implementation Learning Design