By the end of PBL 101, you will have
started planning a project by:
O Understanding “Main Course” PBL
O Generating a Project Idea
O Refining a Driving Question
O Balancing Assessment Strategies
O Gathering Tips for Managing Projects
O All of the Above
Authentic assessment
Involve Everyone
“Real World” (Problem/Task & Context)
Emphasize Quality (relevant and
rigorous)
Transparency of Tools
Assessor & Assessee Interactions
Standards
Formative and summative
Continuum of assessment
Daily
Homework
Weekly
Quiz
Lab
Informal assessment
Early milestone
Journal
Self-reflection
Preliminary plans
Group process report
Mid-project milestone
Essay
Mini-Presentation
Model
Storyboard
Blueprint
End of project
Exhibition
Completed artifact
Oral presentation
Defense before a panel
Unit Test
Checklists v. Rubrics
KITTY KARRIER PROJECT REQUIREMENTS
☐ Low Cost Materials
☐ No Metal Parts
☐ Fit Underneath Seat on Plane
☐ Open & Close Access
☐ Comfortable & Breathable
☐ Rigid Structure
KITTY KARRIER PROJECT REQUIREMENTS
☐ Low Cost Materials
☐ No Metal Parts
☐ Fit Underneath Seat on Plane
☐ Open & Close Access
☐ Comfortable & Breathable
☐ Rigid Structure
KATEGORIES
Cost of Materials
Specifications
Aesthetics
Not Yet
Almost There
Good to Go
Wow!
Best practices in assessment
 Create rich descriptors of criteria for your
rubrics
 Provide students with assessment criteria
from the start
 Provide exemplars of quality work (?)
 Capture process as well as product (e.g., work folders)
 Weight later performances (P21 Skills)
Disaggregating data
And, as a school...
 Use common, calibrated rubrics school-wide
Rubrics & Grading in PBL
• A rubric for each major product in project
• Separate rubrics (or rows) for content
knowledge/skills and 21st century skills
• Checklists and rubrics – there is a big difference
Provide a tool for precise feedback
Increase fairness while decreasing grading time (create rich
descriptors for criteria)
 Weigh individual grades more heavily than group grades
Standards-based Rubric Design tip
11.9.7
11.11.1
Below
Standard
At
Standard
Above
Standard
Student does not examine the
relations between the United
States and Mexico in the
twentieth century, including key
economic, political, immigration,
and environmental issues.
Student examines the relations
between the United States and
Mexico in the twentieth century,
including key economic, political,
immigration, and environmental
issues.
Student thoroughly analyzes and
evaluates relations between the
United States and Mexico in the
twentieth century, including key
economic, political, immigration
issues.
Student does not accurately
discuss the reasons for the
nation's changing immigration
policy, with emphasis on how the
Immigration Act of 1965 and
successor acts have transformed
American society.
Student accurately discusses the
reasons for the nation's changing
immigration policy, with emphasis
on how the Immigration Act of
1965 and successor acts have
transformed American society.
Student thoroughly analyzes the
reasons for the nation's changing
immigration policy, with emphasis
on how the Immigration Act of
1965 and successor acts have
transformed American society in
both positive and negative
directions.
Project Management
Deliverables
PowerPoint storyboard
Exhibit planning guide
Concept maps
Website map
Audience planning guide
Learning logs
Next steps
 Refine a Driving Question
 Determine Culminating Products
 Create an Entry Event*
 Draft a project rubric
PROJECT PACKET
o
o
o
o
o
Team Roster
Project Calendar
Rubric & Assessments
Checklist of Requirements
Templates for contracts,
lists, etc.
o Presentation/Exhibition
Schedule
o Resource List
MONDAY
Entry Event
Create Need to Know list
Project teams announced
Discussion of expectations for teamwork
First team meeting: team-building activity,
contract, initial task list
planning
Review Standards
Write/Refine the Driving Question
Write/Refine/Find the Project
Day 0
Describe Student Products (demonstration of
understanding)
Create an Engaging Entry Event
Meet with your team; get some help
Create master project calendar for school
Smooth
move
“LASTDAYS”
Stage Exhibition
Conduct Summative Assessment
Individual Defense – take the time!
Followed by…
Structured Reflection
Peer Evaluation (Collaboration Assessment)
Self Reflection of Learning Outcomes
Assignment of Bonuses/Rewards
Project Debriefs
Reflect on process and outcomes
Student performance tied to driving question and
standards
Student engagement
Clarity of instructions
Clarity of process
Clarity of evaluation
Begin with the end in mind
Manage the
process
Map the
project
Craft the Driving
Question
Plan the
Assessment
Next steps
 Refine Project Idea & Driving Question
 Create Project Calendar
 Design Project Materials
• Entry Event
• Guidelines
 Draft a project rubric