Aligning Assessment and PBL

Why project-based learning (PBL)?

Project-based learning allows students to engage with real-world problems.
It offers multiple opportunities for students to demonstrate their learning
and for educators to assess understanding.

Students demonstrate Teachers assess

learning & learning &
understanding understanding

Organizing Designing with Assessment in Mind

Project-Based Learning Main Inquiry
• This could be an essential question
D Main Inquiry • E.g. in Language Arts Grade 4 “How do my interpretations of texts
support my construction of meaning?“ (Alberta Education, 2019)
E Problem/Question
Sub-Tasks
S • Scott (2019) suggested that the main inquiry can be broken down
into sub-tasks which all help answer the main question
I Sub-Tasks • Sub-tasks can assess different aspects of conceptual and procedural
knowledge which connect to the main inquiry
G • E.g. a task that demonstrates how story elements like plot or morals
Sub-Tasks Sub-Tasks
N can contribute to understanding (Alberta Education, 2019).

E Considering the Evidence

Pro
du

V Evidence of learning through sub-tasks can be collected in the form of

ct

Conversations, Observations and Products (COP).

I
D • COP strengthens the validity of our classroom assessment
ion

• Not limited to summative evidence but instead must include

vat

E procedural and conceptional knowledge

ser

• Multiple mediums of demonstrating their understanding reduces the

N Conversation barriers they face and allows teachers to engage in a cycle of
Ob

assessment, feedback, and promoting growth

C
Although different instructional content will lend itself better to different
E Anne Davies’ COP areas of the assessment triangle, it is important that we continue to
Triangulation of Assessment consider the other areas and engage accordingly .

Consider the 4 C's Using the 4 C’s as a Teacher’s Checklist

C These four competencies form a recommended checklist upon which

H Communication the evidence of learning (Conversations, Products or Observations)

can be measured.

E • Communication - indicators include: sharing thoughts, questions,

C Collaboration •
K •
L Critical Thinking
I •
S Creativity
ideas and solutions
Collaboration - indicators include: students reflecting on
different roles and responsibilities and teamwork
Critical Thinking - indicators include: making learning
connections between disciplines to develop new understanding,
metacognition and posing deep questions
Creativity - indicators include: trying innovative approaches,
asking new questions, surprising methodology and
demonstrating originality.

T
For more resources please find attached “53 Ways to Check for Understanding” created by Edutopia
References

Alberta Education (2018) New Learn Alberta K-4 curriculum. Retrieved from

https://new.learnalberta.ca/?x=9FDE164E

Connect2learning.com (2019) Transforming Assessment. Retrieved from

https://connect2learning.com/members/transforming-assessment/

Davies, A. (2011) Making classroom assessment work (3rd ed.). Bloomington, IN:

Solution Tree Press.

Finley, T. (2014, July 30). 53 Ways to Check for Understanding . In Edutopia.

Retrieved from https://backend.edutopia.org/sites/default/files/pdfs/blogs/edutopia-finley-

53ways-check-for-understanding.pdf

Galileo.org (2015) Centrality of assessment within design. In Focus on Inquiry.

Retrieved from https://inquiry.galileo.org/ch3/centrality-of-assessment/

IDEO (2012) Design thinking for educators. Retrieved from http://

designthinkingforeducators.com/

Institute of Design at Stanford, (n.d.) An Introduction to Design Thinking: Process

Guide. Retrieved from https://dschool-

old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuide

BOOTCAMP2010L.pdf

Scott, D. & Bailey, D. (2019, January) Planning for Discipline-based Inquiry at

University of Calgary, Calgary, AB.