Effective Assessment

According to the resources provided this week, effective Project Based Learning assessments are considered “progressive,  rigorous, and accountable”.   Meaning that there is no final test for a few small lessons within a project based lesson, where knowledge gained by the student is lost after an exam, but where each activity builds upon the previous, leading to more in-depth knowledge that will not easily be forgotten.  Additionally, as an educator, you should ask yourself, “How will I know?”.  How will I know the students understand and can apply what they have learned to real life scenarios and what can I do to make that happen.

During my project based lesson, I will be focusing on the How-To of Community Garden Plots with 3rd grade Math students, resulting in professional presentations provided by each group to the class and also a new school garden, that is created, managed and shared with the community.  This lesson is progressive in nature, where each activity builds upon the previous.  It is rigorous in nature, including cross curriculum subjects like Math, Science, ELA, ISTE & 21st Century life skills.  Also, students will follow a specific timeline for the lesson, completing activities and assessments throughout, which are relevant to real-life scenarios.


  • Markham, thom. (2011). Education trends: Strategies for embedding project-based learning into STEM education. San Rafael, CA: Edutopia.
  • School of the Future. (2011). Schools that work: What is authentic assesment? San Rafael, CA: Edutopia.
  • 4teachers. (2009). Project based learning: Involving students in checklist creation. University of Kansas: ALTEC.
  • PBL in the Elementary Grades: Developing a Balanced Assessment Plan pp. 47-52; Using Formative Assessment & Setting Checkpoints pp. 104-107; Rubrics for Assessing Presentations & Collaboration pp. 132-135.
  • PBL Starter Kit: Summative Assessment: Culminating Projects pp. 46-49; Formative Assessment pp. 59-60; Rubrics pp. 60-62; Collaboration & Presentation Rubrics pp. 124-125

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