Projects and Assessment Portfolio
Projects
Project-based learning lessons are all based on solving a central question/s
(umbrella question). Ideally, these questions/problems are ones that are
posed by the students. When developing your question, be sure to keep in
mind that it should not be Google-able! If Google can instantly provide an
answer to the driving question, then it is certainly not sufficient enough to
propel meaningful research and study. The essential question should be one
that can only be answered through the process of investigating and
gathering information.So let’s say a student asks the question, “How long is
the term for state senators?” While we wouldn’t want to use that as a driving
question (It’s Google-able), it would certainly be a great start.
Instead, you might help them go a bit further and ask, “How could we create an
information center at our school that teaches our peers about various
government offices?” Now you have a question to explore that is also tied to a
product that the students can create!
(umbrella question). Ideally, these questions/problems are ones that are
posed by the students. When developing your question, be sure to keep in
mind that it should not be Google-able! If Google can instantly provide an
answer to the driving question, then it is certainly not sufficient enough to
propel meaningful research and study. The essential question should be one
that can only be answered through the process of investigating and
gathering information.So let’s say a student asks the question, “How long is
the term for state senators?” While we wouldn’t want to use that as a driving
question (It’s Google-able), it would certainly be a great start.
Instead, you might help them go a bit further and ask, “How could we create an
information center at our school that teaches our peers about various
government offices?” Now you have a question to explore that is also tied to a
product that the students can create!
When students ask questions, this shows that they are actively engaged
and thinking about the material. Hopefully, some of these questions
can prompt further research, exploration and study. This is the beginning of PBL.
and thinking about the material. Hopefully, some of these questions
can prompt further research, exploration and study. This is the beginning of PBL.
When introducing a new content or planning a unit, ask first, “How can my students
demonstrate mastery of this concept, content, skill?” That will give you an idea of what
the project will be like.
demonstrate mastery of this concept, content, skill?” That will give you an idea of what
the project will be like.
Projects typically allow for student choice, setting the stage for active learning and
teamwork. Always provide options for students to create their own paths to learning.
Being a creator is at the highest level of Bloom’s Taxonomy and will allow students to
demonstrate mastery.
teamwork. Always provide options for students to create their own paths to learning.
Being a creator is at the highest level of Bloom’s Taxonomy and will allow students to
demonstrate mastery.
It’s important to remember that school is about our students, not us, so the more we can
empower them to be in control of their learning the better.
empower them to be in control of their learning the better.
Poll your students at the beginning of the year. It’s important that teachers understand
what students like about learning. This can be as simple as asking kids to raise t
heir hands after a series of questions and recording their answers or collecting a piece of paper
with their ideas or it can be as high-tech as creating a survey online (poll everywhere /
survey monkey / socrative)
what students like about learning. This can be as simple as asking kids to raise t
heir hands after a series of questions and recording their answers or collecting a piece of paper
with their ideas or it can be as high-tech as creating a survey online (poll everywhere /
survey monkey / socrative)
How to plan a project
Before starting planning a unit it is important to have an an idea of what the
project will be like, what the teacher and student expect to learn, what is going to be
the outcome and how is the project going to be shown to the world.
project will be like, what the teacher and student expect to learn, what is going to be
the outcome and how is the project going to be shown to the world.
Use the chart below when planning a project
Name of the project:
Umbrella question:
Duration:
Course:
Teacher:
- Other subjects/areas to be included?
Project Idea (summary of the challenge, investigations, scenario, problems)
Contents and skills to be mastered
Assessment
Formative
- Quizzes
- Journal
- Drafts
- Practice Presentations
- Checklists
- Mind maps
Summative
- Oral presentations with rubrics
- Written products with rubrics
- Test
- Self evaluation
- Peer evaluation
Reflection Methods
- Journal
- Discussion
- Survey
Project-based learning typically is grounded in the following elements:
- Role-playing
- Real-world scenarios
- Blended writing genres
- Multiple reading genres
- Authentic assessments
- Authentic audiences
- Real-world expertise brought into the classroom
- Units that assess multiple skills
- Units that require research and comprehension of multiple subjects
- Student choice
- Collaboration
- Multiple methods of communication
PBL is not the same as hands-on learning or learning in cooperative groups,
although these things happen in project-based lessons. What sets PBL aside from all of
this is that everything is driven by the students’ quest to answer the central question. Ideally,
PBL is also student-centered and driven, which is not always true for group or hands-on
activities.
although these things happen in project-based lessons. What sets PBL aside from all of
this is that everything is driven by the students’ quest to answer the central question. Ideally,
PBL is also student-centered and driven, which is not always true for group or hands-on
activities.
Assessment Portfolio
It is the systematic collection of student work created in response to specific, known
instructional objectives and evaluated in relation to the same criteria. Assessment is
done by measuring the individual works as well as the portfolio as a whole against
specified criteria, which match the objectives toward a specific purpose. Portfolio creation
is the responsibility of the learner, with teacher guidance and support, and often with
the involvement of peers and parents.
instructional objectives and evaluated in relation to the same criteria. Assessment is
done by measuring the individual works as well as the portfolio as a whole against
specified criteria, which match the objectives toward a specific purpose. Portfolio creation
is the responsibility of the learner, with teacher guidance and support, and often with
the involvement of peers and parents.
Language Portfolios are made up of four main parts:
1. The Biography: this section documents the learner’s history, interests, general aims
and objectives
and objectives
2. Skills: It will contain corrected homework , classwork and assessments of the
different macro skills (reading, listening, use of English, writing and speaking)
different macro skills (reading, listening, use of English, writing and speaking)
3. Projects
4. Language and Culture
*Remember that what the students have in their portfolio should
have been assessed by the teacher / peers / self assessed
have been assessed by the teacher / peers / self assessed
Portfolios lead to greater learner autonomy since they involve self assessment, learner
responsibility and parent involvement.
responsibility and parent involvement.
There are three ways of self-assessment that students apply
1- The students compare a recent piece of work with an earlier one. Also, they
comment on how they improved over time.
comment on how they improved over time.
2- The students use portfolios generally, they reflect and provide examples of their
own development in oral or written language.
own development in oral or written language.
Once teacher and students have each had the opportunity to evaluate the student’s work,
they are ready to participate in a portfolio conference to discuss student progress.
It is here where both students and teachers engage in collaborative assessment as
part of the portfolio process. However, it’s been known that students who may have
been schooled in teacher-centered classroom need more time to adjust to portfolios and
portfolio conferences.
they are ready to participate in a portfolio conference to discuss student progress.
It is here where both students and teachers engage in collaborative assessment as
part of the portfolio process. However, it’s been known that students who may have
been schooled in teacher-centered classroom need more time to adjust to portfolios and
portfolio conferences.
The teacher prepares her students for the portfolio conference by providing them with
questions on a portfolio Review guide, which includes guiding questions . Teachers are
required to review their portfolios and make some positive observations regarding its
organization and contents. Then, the teacher begins the conference by asking students
questions to reflect on their own growth and their goals in regard to the learning objectives in
different areas, like reading and writing.
questions on a portfolio Review guide, which includes guiding questions . Teachers are
required to review their portfolios and make some positive observations regarding its
organization and contents. Then, the teacher begins the conference by asking students
questions to reflect on their own growth and their goals in regard to the learning objectives in
different areas, like reading and writing.
