How does Project Based Learning allow for productive
and effective feedback to students?
This review will explore the rationale and meaning behind Project Based Learning and Feedback. It will
integrate the research behind both facets of education and attempt to establish a positive link between
them.
Why study this question?
School based educational pedagogy is undergoing rapid change. This is both the result of a continual search for
better educational outcomes and a response to the introduction of more personal technologies into schools.
Evidence based research is essential to this process and should be the support of any change at the school
level. The professional development program in place at Kinross Wolaroi School has as its focus the work of
Professor John Hattie and the Principles of Visible Learning.1 Hattie’s research emphasises quality feedback
and Piagetian programs, which stress the importance of the need to challenge students in their learning. My
Action Research Project will look at the link between Project Based Learning (PBL) and how it allows for the
provision of providing quality feedback to students.
My experience in the classroom with my Year 7 History class in 2014 indicates that PBL may allow for more
effective feedback. This hypothesis will be supported by research-based evidence developed through a
classroom Action Research Project.
What is Project Based Learning (PBL)?
The Buck Institute, a recognized leader in PBL discourse, refers to PBL as “a teaching method in which
students gain knowledge and skills by working for an extended period of time to investigate and respond
to a complex question, problem, or challenge.”2 PBL encompasses both the creation and acquisition of
knowledge within project ventures, as well as the transfer of this knowledge to a public environment.3
Due to emergence of the information age, Crockett et al. propose that students need new skills
including “information processing, critical thinking, problem solving and an understanding of how to use
new technologies”4 and an infrastructure within which to develop them.5 In PBL, “the teacher plays the
1
J. Hattie, Visible learning and the Science of How We Learn, Oxon, Routledge, 2014
Buck Institute, http://bie.org/about/why_pbl, (accessed 23 September 2014).
3
C Hung et al., “A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving
Competence and Learning Achievement” Educational Technology & Society, Vol 15 No 4, 2012, pp. 368–379.
4
L. Crockett, et al., Literacy Is NOT Enough: 21st Century Fluencies for the Digital Age, 21st Fluency Project Inc, 2011, p.18)
5
L. Crockett, et al., Literacy Is NOT Enough: 21st Century Fluencies for the Digital Age, 21st Fluency Project Inc, 2011, p.21)
2
role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks,
coaching both knowledge development and social skills, and carefully assessing what students have
learned from the experience.”6
The Buck Institute lists the following essentials for PBL:

Significant Content - The project is focused on teaching students important knowledge and skills,
derived from standards and concepts at the heart of academic subjects.

21st century competencies - Students build competencies valuable for today’s world, such as
problem solving, critical thinking, collaboration, communication, and creativity/innovation, which are
explicitly taught and assessed.

In-Depth Inquiry - Students are engaged in an extended, rigorous process of asking questions,
using resources, and developing answers.

Driving Question - Project work is focused by an open-ended question that students understand
and find intriguing, which captures their task or frames their exploration.

Need to Know - Students see the need to gain knowledge, understand concepts, and apply skills in
order to answer the Driving Question and create project products, beginning with an Entry Event
that generates interest and curiosity.

Voice and Choice - Students are allowed to make some choices about the products to be created,
how they work, and how they use their time, guided by the teacher and depending on age level and
PBL experience.

Critique and Revision - The project includes processes for students to give and receive feedback
on the quality of their work, leading them to make revisions or conduct further inquiry.

Public Audience - Students present their work to other people, beyond their classmates and
teacher.7
PBL has been an educational notion for most of the 20th Century and has been used in tertiary education
in medical and psychology training.8 With more progressive school leadership and increased access to
technology PBL is now growing as a viable pedagogy in K-12 schooling.
6
Edutopia Team, http://www.edutopia.org/project-learning-introduction,2008. (accessed 25 September 2014).
Buck Institute, http://bie.org/about/why_pbl, (accessed 23 September2014).
8
G. Latham, ‘Towards Effective Feedback in Teacher Education’, Ed Journal, Vol. 4, No. 1, 2009 p12
7
What is Feedback and why is it important?
Hattie defines feedback as “information provided by an agent (e.g. teacher, parent, student) about
aspects of one’s performance or understanding.”9 Feedback can be content specific and given both
written and orally. Brookhardt observes that, “the power of formative feedback lies in its double
barrelled approach, addressing both cognitive and motivational factors at the same time”10, which allows
the student to know what they have done well and how to move on with their learning, giving them
more control and increasing motivation. Latham understands the broad scope of feedback: “every mark
or remark, every gesture, facial expression, every act and every omission that occurs in and beyond the
learning spaces is a form of feedback.”11
Feedback, both positive and negative, allows students and teachers to improve their learning and
provides stimulus for growth. John Hattie states that feedback “was amongst the most powerful
influences on achievement.”12 Feedback is important in a classroom, not only for the student but also for
the teacher, a thought echoed by Hattie who points out that teachers need to “have mind frames in
which they seek feedback about their influences on students and thus change, enhance or continue their
teaching methods.”13
When looking at student centred feedback Brookhart advises that it will “help the students decide
where they are in regards to the learning goals they need or want to meet and what they will tackle
next.”14 Increasingly there is momentum behind providing students with timely feedback. Wiggins
encourages teachers to seek “ways to ensure that students get more timely feedback and opportunities
to use it while the attempt and effects are still fresh in their minds.”15 Bowen also supports the notion
of timely feedback, as it quickly identifies students who are struggling or lagging, allowing the teacher to
become involved with extra support.16 Providing students with feedback that they act upon produces
significant learning gains.17 One of the pillars of PBL is feedback which has “large and consistently
positive effects on learning compared with other aspects of teaching or other interventions designed to
improve learning.”18
9
J. Hattie, Visible learning and the Science of How We Learn, Oxon, Routledge, 2014, p67
S. Brookhardt, How to Give Effective Feedback to your Students, USA, Association for Supervision and Curriculum
Development, 2008, p. 12.
11
Latham, pp 13
12
J. Hattie, Visible learning and the Science of How We Learn, Oxon, Routledge, 2014, p.69
13
J. Hattie, Visible Learning for Teachers, Maximising Impact on Learning. Oxon, Routledge, 2012. P. 43
14
S. Brookhardt, How to Give Effective Feedback to your Students, USA, Association for Supervision and Curriculum
Development, 2008, p. 19.
15
G. Wiggins, ‘Seven Keys to Effective Feedback’, Feedback for Learning, Vol. 7, no. 1, 2012. pp 10-16.
16
Bell Ringers, Pyramids and Big Ideas, (online Video), 2014, http://wested.mediacore.tv/media/bell-ringers-pyramids-and-bigideas , accessed 25 September.
17
P. Black. and D William. Assessment and classroom learning (Abstract). Assessment in Education: Principles, Policy & Practice,
vol. 5, no. 1., 1998, pp. 4.
18
G. Latham, ‘Towards Effective Feedback in Teacher Education’, Ed Journal, Vol. 4, No. 1, 2009 p12
10
How is PBL different to traditional teaching methods?
With the overload of information available, Griffin states that “we no longer need an education system that
helps students simply remember facts and figures. We need them to be critical consumers of information.”19
PBL transforms the role of the teacher from content provider to learning coordinator. As a result,
teachers spend less time lecturing and leading and more time planning, observing, listening, coaching, and
facilitating, thus giving constructive feedback.
Stroble and van Barneveld found that when implemented well, PBL increases long-term retention of
content, helps students perform as well as or better than traditional learners in high-stakes tests, improves
problem-solving and collaboration skills, and improves students' attitudes towards learning.20 PBL was also
found to be superior in relation to the satisfaction of students and teachers.21 Hewes identifies the most
problematic aspect of PBL as the entrenched attitudes of students, staff and parents, who “expect the
classroom to be ‘run’ in a certain way … and find accepting and adjusting to an alternative model quite
difficult.”22
Is PBL an effective teaching method?
I will be examining PBL in terms of feedback and student achievement as outlined by Hattie. Hattie
ranks educational influences in different meta-analyses according to their effect sizes.” While Hattie does
not rank PBL highly, Boss argues that with a holistic approach including:
“Formative assessment, critical for project success, comes in at 0.90. Feedback, another key to
PBL, has an effect size of 0.73. Challenge and practice at the right level: 0.60. Valuing error and
creating trust: 0.72. It's hard to imagine a PBL classroom where those factors are not present.
Meanwhile, Piagetian programs, emphasizing challenges that cause learners to apply higher-order
19
P. Griffin, ‘Old school or new school? Teach future skills and traditional subjects together’, http://theconversation.com/oldschool-or-new-school-teach-future-skills-and-traditional-subjects-together-18179 , 2013, (accessed 25 September).
20
J. Strobel, and A. van Barneveld, (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to
Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning, Vol. 3. No. 1.
21
J. Strobel, and A. van Barneveld, (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to
Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning, Vol. 3. No. 1.
22
B. Hewes, ‘Project Based Learning: the need for a determined attitude’, Wordpress (Web Blog)27 March 2011,
http://biancahewes.wordpress.com/2011/03/27/project-based-learning-the-need-for-a-determined-attitude/ (accessed 23
September 2014)
thinking and learn collaboratively (sounding similar, at least in spirit, to PBL) rank near the top
(1.28).”23
How does PBL allow for effective feedback throughout?
The reason many teachers have embraced the paradigms of PBL is that it provides “opportunities for
students to receive quality feedback during and after their project work.”24 Criteria for success in PBL
tasks need to be clearly defined at the start of the project, and should include multiple opportunities for
feedback, reflection, and time for students to revise their work.25 The timespan of a PBL task allows the
student to absorb both positive and negative feedback and duly respond. The Buck Institute highlights
that “students need to learn that most people’s first attempts don’t result in high quality and that
revision is a frequent feature of real-world work BIE 8 essentials.26 This approach is echoed by Hewes,
who remarks “I had a number of students continue to resubmit their essays until they were deemed
‘perfect’. This saw students achieve an unprecedented level of success in essay-writing.”27 The non-linear
aspect of PBL has led many to question how the students are able to access this feedback. I will be
looking at various methods from, quizzes, self-assessment sheets, teacher observation and written
feedback.
What needs further testing because evidence is lacking, inconclusive, contradictory,
limited?
Whilst the above research indicates a strong correlation between PBL and feedback having a strong link,
there has not been substantial testing to examine how PBL is in terms of effective feedback and how it
allows for this to occurr.
Why study this question further?
With educational pedagogy now changing rapidly due to the introduction of more personal technologies
and a search for better outcomes by school administrators, the need for evidence based research is
essential. My school has embarked on a journey to introduce “Visible Learning” as developed by Hattie.
His emphasis on quality feedback and Piagetian programs which emphasise challenging students
23
S. Boss, ‘The Hattie Effect: What's Essential for Effective PBL?’ http://www.edutopia.org/blog/hattie-effect-whats-
essential-effective-pbl-suzie-boss , 2014, (accessed 23 September 2014).
24
J. Strobel, and A. van Barneveld, (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to
Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning, Vol. 3. No. 1.
25
B. Barron and L. Darling-Hammond, Teaching for meaningful learning: A review of research on inquiry-based and cooperative
learning . Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA: Jossey-Bass, 2008.
26
Buck Institute, http://bie.org/about/why_pbl, (accessed 23 September 2014).
27
B. Hewes, ‘Project Based Learning: the need for a determined attitude’, Wordpress (Web Blog)27 March 2011,
http://biancahewes.wordpress.com/2011/03/27/project-based-learning-the-need-for-a-determined-attitude/ (accessed 23
September 2014)
improved learning and understanding has led me to look at the link between PBL and more effective
feedback.
What contribution will your work make?
I will be adding data to a growing body of discussion on the use of newer teaching pedagogies. The
introduction of technology and the use of flipped, problem based, project based and inquiry based
teaching has led to the teaching profession increasingly search for information and guidance. The
community of teachers who are now linked through social media are always looking for help to become
more effective engaging teachers. The data will be used for school decision making and link to expanding
the History’s department’s introduction of Inquiry Based learning.
References
Buck Institute, http://bie.org/about/why_pbl, (accessed 23 September2014).
C Hung et al., “A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving
Competence and Learning Achievement” Educational Technology & Society, Vol 15 No 4, 2012, pp. 368–379.
B. Barron and L. Darling-Hammond (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative
learning . Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA: Jossey-Bass.
G. Latham, ‘Towards Effective Feedback in Teacher Education’, Ed Journal, Vol. 4, No. 1, 2009, p. 12.
J. Hattie, Visible learning and the Science of How We Learn, Oxon, Routledge, 2014, p. 67-69.
G. Wiggins, ‘Seven Keys to Effective Feedback’, Feedback for Learning, Vol. 7, no. 1, 2012, p.p. 10-16.
Bell Ringers, Pyramids and Big Ideas, (online Video), 2014, http://wested.mediacore.tv/media/bell-ringers-pyramids-and-bigideas , accessed 25 September.
J. Strobel, and A. van Barneveld, (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to
Conventional Classrooms. Interdisciplinary Journal of Problem-based Learning, Vol. 3. No. 1.
B. Hewes, ‘Project Based Learning: the need for a determined attitude’, Wordpress (Web Blog), 27 March 2011,
http://biancahewes.wordpress.com/2011/03/27/project-based-learning-the-need-for-a-determined-attitude/ (accessed 23
September 2014).
S. Boss, ‘The Hattie Effect: What's Essential for Effective PBL?’ http://www.edutopia.org/blog/hattie-effect-whatsessential-effective-pbl-suzie-boss , 2014, (accessed 23 September 2014).
L. Crockett, et al., Literacy Is NOT Enough: 21st Century Fluencies for the Digital Age, 21st Fluency Project Inc, 2011,
S. Brookhardt, How to Give Effective Feedback to your Students, USA, Association for Supervision and Curriculum Development,
2008.
J. Hattie, Visible Learning for Teachers, Maximising Impact on Learning. Oxon, Routledge, 2012.