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The foundation of authentic assessment revolves around evaluating a student's ability to apply what they have learned in mathematics to a "real world" context.

Rather than rote learning and passive test-taking, authentic assessment math tests focus on a student's analytical skills and the ability to integrate what they have learned along with creativity with written and oral skills. Also evaluated are the results of collaborative efforts of group projects. It is not just learning the process of computation that is important to know, but also how to take the finished product and apply it to another situation.

This need for an improved test to accurately assess a student's growth has been developed. It is called the authentic assessment math test. Multiple choice tests do not often accurately reflect the individual student's understanding of the material. It reflects whether a student is successful at memorization. Instead of tests that focus on recalling specific facts, the authentic assessment math test has students demonstrate the various skills and concepts they have learned and explain when it would be appropriate to use those facts and problem-solving skills in their own lives.

Six ways to use authentic assessment math in the classroom

Performance assessment

Students can demonstrate what they have learned and how to solve problems through a collaborative effort in solving a complex problem together. Not only do they learn how to work in a team, but also how to brainstorm and utilize their separate grains of knowledge to benefit the whole.

Short investigations

Typically, a short investigation starts with a basic math problem (or can be adapted to any other school subject) in which the student can demonstrate how he or she has mastered the basic concepts and skills. As the teacher, ask the students to interpret, calculate, explain, describe or predict whatever it is they are analyzing. These are generally 60- to-90 minute tasks for an individual (or group projects) on which to work independently, writing answers to questions and then interviewed separately.

Open-response questions

A teacher can assess the student's real-world understanding and how the analytical processes relate by, in a quiz setting, requesting open responses, like:

a brief written or oral answer

a mathematical solution

a drawing

a diagram, chart or graph

These open-ended questions can be approximately 15-minute assessments and can be converted into a larger-scale project.

Portfolios

As students learn concepts throughout the school year, they can be documented and will reveal progress and improvements as well as allow for self-assessment, edits and revisions. They can be recorded in a number of ways, including:

journal writing

review by peers

artwork and diagrams

group reports

student notes and outlines

rough drafts to finished work

Self-assessment

After the teacher has clearly explained and provided the expectations prior to the project and then, once the projects are complete, ask the students to evaluate their own projects and participation. Responding to the following questions will help students learn to assess themselves and their work objectively:

What was the most difficult part of this project for you?

What do you think you should do next?

If you could do this task again, would you do anything differently? If yes, what?

What did you learn from this project?

Multiple-choice questions

Usually, multiple-choice questions do not reflect an authentic assessment math context. There are multiple-choice questions being developed that reveal an understanding of the mathematical ideas required as well as integrating more than one concept. These questions are designed to take about 2 or 3 minutes each.

Traits developed through authentic assessment math tests

This situational type of learning in which students are learning lessons on how to solve real-life problems can be utilized in mathematics. These ideas are presented as follows:

Thinking and reasoning: Causing students to interact in such activities that include gathering data, exploration, investigation, interpretation, reasoning, modeling, designing, analyzing, formation of hypotheses, use of trial and error, generalization and solution-checking.

Settings: Allowing the students to work individually or in smaller groups.

Mathematical tools: The students learn to use symbols, tables, graphs, drawings, calculators and computers.

Attitudes and dispositions: Students in this type of learning environment learn persistence, self-regulating behaviors and reflection, participation and a special enthusiasm for learning various kinds of situations.

Learn educational techniques to improve student outcomes in mathematics. Our online math education MEd Curriculum & Instruction concentration helps you know about best practices for successful teaching in a mathematics class-conforming to standards established by NCTM (National Council of Teachers of Mathematics).
Tags: Assessment Tools, Math and Science

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Authentic Assessment Methods for Mathematics

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The foundation of authentic assessment revolves around evaluating a student's ability to apply what they have learned in mathematics to a "real world" context. Rather than rote learning and passive test-taking, authentic assessment math tests focus on a student's analytical skills and the ability to integrate what they have learned along with creativity with written and oral skills.

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Embedding Assessment Through Project Based Learning

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Embedding Assessment Through Project Based Learning

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See Edutopia's core strategies in action with our Five Keys video series. Take a deeper look at each strategy as we share the nuts and bolts of program implementation, give voice to examples from schools around the country, and illuminate the research behind the practices.

Learn more about the 5 Keys to Rigorous PBL:

CORE STRATEGY PAGE: Project-Based Learning
Use this roundup page to discover why project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.

ARTICLE: Project-Based Learning Research Review
Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits.

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Embedding Assessment Throughout the Project (Keys to PBL Series Part 5)

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Assessment can be integrated seamlessly into project-based learning. Find tools for measuring student understanding from the beginning to the end of a project.

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by Terry Heick

How do you measure what a student understands?

Not give them an assessment, score it, then use that score to imply understanding. Rather, how do you truly 'uncover' what they 'know'-and how 'well' they know it?
The Challenge Of Outcomes & Standards-Based Assessment
First a preface: itemizing ways to measure understanding is functionally different than students choosing a way to demonstrate what they know-mainly because in a backward-design approach where the learning target is identified first, that learning target dictates everything else downstream.

If, for example, a student was given a topic and an audience and was allowed to 'do' something and then asked to create something that demonstrated what they learned, the result would be wildly different across students. Put another way, students would learn different things in different ways.

By dictating exactly what every student will 'understand' ahead of time, certain assessment forms become ideal. It also becomes much more likely that students will fail. If students can learn anything, then they only fail if they fail to learn anything at all or fail to demonstrate learning anything at all. By deciding exactly what a student will learn and exactly how they will show you they learned it, three outcomes, among others, are possible:

1. The student learned a lot but not what you wanted them to learn

2. The student learned exactly what you wanted them to learn but failed to demonstrate it in the assessment

3. The student failed to learn

But what if you, as a teacher, have been misled?

For an analogy, consider a car. If we want the car running at its best-to be safe to operate, to start when we want to go somewhere, to attain the fuel efficiency that we want, to look and smell the way we want, etc., we need data about those conditions. The look and smell are easy enough, and the fuel efficiency is a matter of math. The reliability is a little more abstract-cut and dry but the product of many other maintenance factors and so requires more abstraction to predict. And the safety bit? Equally abstract-and subjective, to boot.

Imagine being concerned about the reliability of the car (as anyone would be), so you developed tests that could be used to predict the future likelihood that the car would start. (It's at this point that I'm realizing I could've chosen a much better analogy, but I'm sticking with the car/starting thing. Sorry.) So imagine giving a bunch of tests to predict today whether the car would start tomorrow. It makes sense on paper because we want to monitor that idea, but it seems a little wasteful, right?

And it gets wasteful fast when you consider the possibility that the car may fail test after test after test and still continue to start. This means that the tests we developed to predict whether or not the car would start likely measured something but not what we wanted them to measure. The tests were bad and the data misleading and any conclusions drawn accordingly invalid.

In an outcomes-based and data-driven circumstance, the data and the decisions made using that data are everything. If that data is misleading, it's not hard to realize that we will be misled-as teachers and learners-too.
First, Determine The Purpose Of The Assessment
If all students are all going to have their height and weight measured, a common standard makes sense; If students are all going to have their attractiveness measured, any kind of 'standard' is creepy.

Measuring knowledge and mastery of competencies and skills isn't quite as subjective as 'beauty,' but isn't anywhere close to as cut and dry as height and weight. We can give the same test that measures the same thing in the same way for all students and do no damage really-provided we are all on the same page that we're not measuring understanding but rather measuring performance on a test.

In a perfect world, we'd have countless ways to measure that understanding-all valid, universally understood, engaging to students, etc. In pursuit, I thought it'd make sense to brainstorm different ways to measure understanding. Some will be more or less useful depending on content areas, grade levels, student motivation, etc., not to mention what the purpose of the assessment is.

Do you need a snapshot?

Do you need to measure mastery or growth?

Do you want it to be flexible for a variety of learners or more binary-you either pass or you fail?

Do you want students to be able to return to the assessment periodically or is this a one-shot kind of deal?

Is the assessment for the teacher or the student?

If you're not clear about why you're assessing (and what you're going to do with the data the assessment provides) you're wasting a lot of time, energy, and resources-your own and that of the students.

With that mind, see below for 50 ways to measure understanding. Some are assessment forms (e.g., exit slips), some are models (e.g., Bloom's Taxonomy) and some are more frequently thought of as teaching strategies (e.g., Socratic Discussion).

50 Ways To Measure Understanding

Assessment Forms For Measuring Understanding

These can be thought of as reasons to test

In 6 Types Of Assessment, we offered up exactly that-six 'kinds' of tests that imply the purpose of and standard for the assessment.
1. Norm-Referenced Assessments
Norm-referenced assessments are assessments used to compare students to one another rather.
2. Criterion-Based Assessments
A criterion-based assessment assesses a student's performance against a clear and published goal or objective. This is in contrast, for example, to a test that students hope to 'do well on' but without a clear and concise objective and/or without clear performance standards for that objective.
3. Standardized Assessments
A standardized assessment is any assessment containing elements that are the same for all students universally. The perceived benefit is that standardization ensures all students are being weighed equally and that there is a common 'bar' for students to be measured with.
4. Standards-Based Assessment
A form of standardized assessment, a standards- based assessment is one that is based on an academic content standard (e.g., ' Determining an author's purpose...').
5. Personalized assessments
While these aren't necessarily 'different' kinds of assessments, they do reflect different reasons to assess.
6. Pre-Assessment
Pre-assessment is any kind of evaluation, analysis, or measurement of student understanding that occurs before the teaching/learning process begins.

The purpose of pre-assessment varies-it can be to help plan lessons and activities, revise curriculum maps, create personalized learning pathways for individual students, help inform grouping strategies, plan future assessments, etc.
7. Formative Assessment
Formative assessment generally occurs during the teaching and learning, though it's not that simple and a better way to think about formative assessment is to consider that it provides data to form and inform the teaching and learning on an ongoing basis. A common example of a formative assessment is a quiz. Types of quizzes? Pop quizzes, planned/scheduled quizzes, timed quizzes, and so on.

This can also be thought of as 'diagnostic assessment,' and is ideally the most common form of assessment in K-12 learning environments (because the purpose is to measure understanding to better create future learning experiences).
8. Summative Assessment
A summative assessment is any assessment done when the 'teaching is done.' This makes the process of 'summative assessment' a curious thing unless there are no more opportunities to teach and learn (like the end of a school year).
9. Timed Assessment
This one is self-explanatory-any assessment that is time-bound is a timed assessment (though technically that timing can be minutes or even years depending on the nature and purpose and scale of the assessment.

Timed Assessments can also be combined with other forms-a timed project or timed essay, for example. The idea is the constraint of time somehow shapes the scope of the test and the performance of the student.
11. Untimed Assessment
Untimed assessments are less common than timed assessments if for no other reason than the scheduled-nature of modern education necessitates it.
12. Open-Ended Assessment
In contrast to a timed, standards-based and standardized assessment, an open-ended assessment is generally designed to provide a proving ground for the students to demonstrate knowledge, skills, and competencies. Through open-ended assessment, student autonomy, creativity, and self-efficacy play a larger role in their performance.

Due to the nature of this approach, the mindset of the learner is crucial. Without confidence, ownership, and a clear sense of how and what they might demonstrate what they know, learners can feel uncertain-and worse, may fail to 'show what they know' and misinform future planning of learning experiences because of this 'failure.

A learning blend is an example of an open-ended assessment.
13. Game-Based Assessment
A game-based assessment is often technology-based (e.g., video games), but an athletic contest can be considered game-based assessments as it's the performance within a given set of rules that determines what the learner knows and can 'do.'
14. Benchmark Assessment
Benchmark assessments evaluate student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments.
15. Group Assessment
Group assessment is what it sounds like it might be-assessment done in a group with (at times) varying roles and responsibilities.

Obviously, a design challenge is Group Assessment is to know exactly what you're assessing as social dynamics and individual roles and responsibilities can obscure the analysis of student learning.

Different Assessment Forms For Measuring Understanding
These can be thought of as 'types of tests' 16. Short Responses Tests
Example: Short, written or verbal responses to questions or prompts

17. Extended Responses (On-Demand, Essays, etc.)

Example: Like the above but longer-anywhere from a few paragraphs to entire research essays
18. Multiple-Choice Tests
Not sure this needs explaining-multiple-choice assessments are great for providing data but are highly dependent on the quality of the questions and responses-and even then favor highly-literate and motivated students over others.
19. True-False Tests
If you're good at creating very nuanced True/False assessment items, they can challenge students with a strong grasp of content by forcing them to closely consider whether something is 'true' or not. True/False assessments can also be useful for struggling or 'hesitant' students because the barrier to answering is so low (like a multiple-choice assessment) but there are only two 'answers' to choose between.

Tip: You can allow students to revise the true or false statement until it seems true to them based on what they know. The changes they make can go a long way in helping to diagnose what they're misunderstanding.
20. Matching Items
The strength of matching items is that they're simple to create, complete, and score-and well-designed, can be surprisingly effective in uncovering what students know. The challenge with these kinds of assessments is that they do very little to demonstrate depth of understanding and are only useful with certain kinds of content.

21. Performance & Demonstration (i.e., watching the student attempt to demonstrate understanding/competency/skill in real-time)

Example: Watching a student try to hit a free throw in basketball or make a specific pass in soccer, etc. It doesn't have to be athletic-based, however. Students can also demonstrate the effect of gravity on planetary orbits or how propaganda works, etc.
22. A Visual Representation
Example: Students can create a visual representation of the water cycle-how it works, all the forms it takes, its benefits, the physics of the process, etc. What is visualized is obviously part of the assessment.

They could also create one for the use of transitional phrases in writing-what they do, when they're used, what their effects are, etc.
23. Analogies
Analogies are underrated assessment tools; students can 'answer' analogies you create, modify them to create new meanings, explain why an analogy you create is wrong, or create their own analogies to demonstrate understanding.

Example: If you wanted to assess a student's understanding of thesis statements, you could have students 'answer' an analogy you create by completing the analogy.
Thesis Statement: Essay:: Company:________ (mission or slogan) 24. Concept Maps
25. Graphic Organizers (like analogies, these are also very underrated ways to measure understanding)
26. A Physical Artifact
27. A Question (i.e., a student asking/revising a question as a form of assessment)
28. A Debate 29. A Conversation/Group Discussion/Socratic Discussion 30. Question Stems
See here for examples of question stems for critical thinking. You can also let students create their own stems and quiz/test one another.

31. Role-Playing (e.g., role-playing historical figures to assess biographical knowledge-this is similar to #21)

32. QFT Session
33. Observable Metacognition
This non-traditional assessment form is asking to (somehow 'watching' the student think about their own thinking an using it to 'measure' understanding

34. Self-Assessment (where the student evaluates their own understanding with or without the help of the teacher)
35. Peer-Assessment 36. Expert Assessment
This one is obviously better suited to more skilled and knowledgeable learners (in high school and college, for example.) An example of Expert Assessment is a talent show like American Idol

Any kind panel evaluation (where a third party chooses one or more of the above forms) that seeks to evaluate and measure understanding where the assessment and feedback depend on the specific and often narrow expertise of the panel itself is an 'expert assessment.'
37. RAFT Assignments
RAFT is a common ELA activity that stands for Role Audience Format Topic (or Theme/Thesis/Tone). I hesitated to put this on the list because it's best-suited to English-Language Arts/Literature/Writing/Literacy and is hard to explain it's utility as an assessment tool even in that narrow domain.

The idea here is to alter elements of an activity or assignment to force students to think critically to complete it, and it doesn't have to be 'RAFT'-you can frame anything in any number of ways. (If you've never used RAFT before, you're probably best off skipping this one until you're more familiar with it. Email me if you have any questions.)

Example: Students studying the Declaration of Independence can revise it for a specific audience or communicate the same ideas in a different format or tone (rather than the letter/political tone of the original).
38. A Challenge
Creating a challenge for students to complete in order to demonstrate understanding is another non-traditional form of assessment but can be useful to engage hesitant learners or bring out the best in gifted students. Gamification is useful in challenge-based assessment.
39. Teacher-Designed Projects
Create a project that produces a 'thing' whose quality will or will not demonstrate student understanding.
40. Student-Designed Projects
The same as above but the student designs the project (likely with the teacher). This will confuse a lot of students-you'll know fast if this is going to be useful for your purpose for assessment or not.
41. Self-Directed Learning
By supporting the student to reflect on, prioritize, plan, and complete their own learning experiences on their own, students will inherently have their understanding measured.

Self-Directed Learning is a form of open-ended assessment-you can see one of the self-directed learning models I created here.

Frameworks & Assessment Models For Measuring Understanding

These can be thought of as ways to frame the thinking about the content being assessed in the test
42. Bloom's Taxonomy 43. The TeachThought Learning Taxonomy 44. UbD's 6 Facets Of Understanding 45. Marzano's New Taxonomy 46. Assessing 'Transferability'
It is common for assessments to be standardized, universal, and practiced in those standardized and universal forms (for example, a multiple-choice assessment with a set number of items and a standardized amount of time to complete).

This is great for norm-referencing, but a terrible way to truly measure what a student understands-and the strength and depth of that understanding. That's where transfer of understanding comes in. You can read more about different kinds of learning transfer.
47. A Graded Assessment
This is the most common form of formal assessment-one that is scored, feedback is given, and data is shared (even if only via a letter grade).
48. An Ungraded Assessment
This is less common than graded assessments-which is strange because the most useful purpose of assessment is to provide data to revise planned instruction. Feedback is also useful, but the scoring, grading, and communication of a grade can take time, distract learners emotionally, and most critically obscure data about that understanding.

That's not to say that assessments should never be graded, but scoring, documenting a score, then communicating that score to students, parents, colleges, etc., significantly alters the tone, scale, and reach of that assessment. It becomes more like a public performance than a way to measure understanding.
49. Feedback-Only Assessment
Learning Feedback-only Assessment is similar to ungraded but focused intently on providing detailed feedback to individual learners to help them mastery the standard, competency, or skill.
50. Pass/Fail Assessment
While feedback can be given, time limits can be imposed, and various taxonomies can be used, the primary characteristic of pass-fail assessment is that letter grades and points are generally not given and the standard for performance is binary-that is, the standard either was or was not met.

An athlete trying to vault over a 6-meter bar is participating in a kind of 'pass/fail' assessment in that they either will or will not clear the bar.
51. Ongoing 'Climate of Assessment'
A 'Climate of Assessment' is a personal favorite of mine.

In this approach, critical and complex ideas and skills are constantly revisited and iterated upon in various ways, forms, and contexts while supplemented by less complex/quicker-to-master content. Assessment is frequent, playful, clear, compelling, and always formative.
52. Snapshot of Assessment
This is an assessment of what the student seems to know at that moment based on that given assessment form. These can be misleading but useful if they're preceded and proceeded by additional snapshots in the aforementioned 'climate of assessment.'
53. A Measurement Of Growth Over Time
In this kind of assessment, mastery isn't measured-nor are students compared to one another (as they are in norm-referenced assessments).

Instead, the focus is on far the student has (or has not) 'come.' One strategy here is grading backward. This approach, while complex, is naturally differentiated for each student, has a positive tone, and makes it much more difficult to 'fail' unless the student actually literally atrophies in terms of skills and understanding.
54. Concept Mastery
This kind of assessment is mainly distinguished by what's being assessed-the focus here is a grasp of concepts and ideas rather than skills and competencies (like the item below).
55. Competency & Skill Mastery
Many academic standards combine concepts and skills-which is fine because that's often what the 'real world' is like.

But when you're trying to troubleshoot student achievement and evaluate what they actually, truly understand (versus how they did on the test), being able to separate what they 'know' and what they can 'do' can make remediation more efficient-and make the student feel better about their own 'lack of mastery' because they are able to see what they do and don't know, what they can and cannot do, etc., which is more precise and comforting than 'I missed the question' or 'I failed the test.')

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by Terry Heick How do you measure what a student understands? Not give them an assessment, score it, then use that score to imply understanding. Rather, how do you truly 'uncover' what they 'know'-and how 'well' they know it?

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Faculty Focus | Higher Ed Teaching & Learning

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Twenty-first century skills necessitate the implementation of instruction that allows students to apply course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox.

PBL is a student-centered, inquiry-based instructional model in which learners engage with an authentic, ill-structured problem that requires further research (Jonassen & Hung, 2008). Students identify gaps in their knowledge, conduct research, and apply their learning to develop solutions and present their findings (Barrows, 1996). Through collaboration and inquiry, students can cultivate problem solving (Norman & Schmidt, 1992), metacognitive skills (Gijbels et al., 2005), engagement in learning (Dochy et al., 2003), and intrinsic motivation. Despite PBL's potential benefits, many instructors lack the confidence or knowledge to utilize it (Ertmer & Simons, 2006; Onyon, 2005). By breaking down the PBL cycle into six steps, you can begin to design, implement, and assess PBL in your own courses.

Step One: Identify Outcomes/Assessments

PBL fits best with process-oriented course outcomes such as collaboration, research, and problem solving. It can help students acquire content or conceptual knowledge, or develop disciplinary habits such as writing or communication. After determining whether your course has learning outcomes that fit with PBL, you will develop formative and summative assessments to measure student learning. Group contracts, self/peer-evaluation forms, learning reflections, writing samples, and rubrics are potential PBL assessments.

Step Two: Design the Scenario

Next you design the PBL scenario with an embedded problem that will emerge through student brainstorming. Think of a real, complex issue related to your course content. It's seldom difficult to identify lots of problems in our fields; the key is writing a scenario for our students that will elicit the types of thinking, discussion, research, and learning that need to take place to meet the learning outcomes. Scenarios should be motivating, interesting, and generate good discussion. Check out the websites below for examples of PBL problems and scenarios.
Problem-Based Learning at University of Delaware Problem-Based Learning in Biology Science PBL
Step Three: Introduce PBL

If PBL is new to your students, you can practice with an "easy problem," such as a scenario about long lines in the dining hall. After grouping students and allowing time to engage in an abbreviated version of PBL, introduce the assignment expectations, rubrics, and timelines. Then let groups read through the scenario(s). You might develop a single scenario and let each group tackle it in their own way, or you could design multiple scenarios addressing a unique problem for each group to discuss and research.

Step Four: Research

PBL research begins with small-group brainstorming sessions where students define the problem and determine what they know about the problem (background knowledge), what they need to learn more about (topics to research), and where they need to look to find data (databases, interviews, etc.). Groups should write the problem as a statement or research question. They will likely need assistance. Think about your own research: without good research questions, the process can be unguided or far too specific. Students should decide upon group roles and assign responsibility for researching topics necessary for them to fully understand their problems. Students then develop an initial hypothesis to "test" as they research a solution. Remember: research questions and hypotheses can change after students find information disconfirming their initial beliefs.

Step Five: Product Performance

After researching, the students create products and presentations that synthesize their research, solutions, and learning. The format of the summative assessment is completely up to you. We treat this step like a research fair. Students find resources to develop background knowledge that informs their understanding, and then they collaboratively present their findings, including one or more viable solutions, as research posters to the class.

Step Six: Assessment

During the PBL assessment step, evaluate the groups' products and performances. Use rubrics to determine whether students have clearly communicated the problem, background, research methods, solutions (feasible and research-based), and resources, and to decide whether all group members participated meaningfully. You should consider having your students fill out reflections about their learning (including what they've learned about the content and the research process) every day, and at the conclusion of the process.

Although we presented PBL as steps, it really functions cyclically. For example, you might teach an economics course and develop a scenario about crowded campus sidewalks. After the groups have read the scenario, they develop initial hypotheses about why the sidewalks are crowded and how to solve the problem. If one group believes they are crowded because they are too narrow and the solution is widening the sidewalks, their subsequent research on the economic and environmental impacts might inform them that sidewalk widening isn't feasible. They should jump back to step four, discuss another hypothesis, and begin a different research path.

This type of process-oriented, self-directed, and collaborative pedagogical strategy can prepare our students for successful post-undergraduate careers. Is it time to put PBL to work in your courses?

References
Barrows, H.S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson, & W. H. Gijselaers (Eds.), New directions for teaching and learning, No.68 (pp. 3-11). San Francisco: Jossey-Bass.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and instruction, 13(5), 533-568.

Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. Interdisciplinary Journal of Problem-based Learning, 1(1), 5.

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61.

Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 4.

Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.

Onyon, C. (2012). Problem-based learning: A review of the educational and psychological theory. The Clinical Teacher, 9(1), 22-26.
Vincent R. Genareo is a postdoctoral research associate at Iowa State University, Research Institute for Studies of Education (RISE). Renee Lyons is a PhD candidate at Clemson University, Department of Education.

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Problem-Based Learning: Six Steps to Design, Implement, and Assess

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Twenty-first century skills necessitate the implementation of instruction that allows students to apply course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox.