Teacher Leadership Institute
Why Project Based
Learning?
Office of Instruction
WVDE
The 21st Century Context for
Standards-Focused
Project Based
Learning
Education exists in the larger context
of society.
When society changes – so too must
education if it is to remain viable.
Job Outlook 2002National Association of Colleges and Employers (NACE)
The Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
T Evaluation 6
C
A
Synthesis
5 Assimilation
X
O Analysis 4
N Application 3
O
M Understanding 2 A
Y Awareness 1 Acquisition
1
Knowledge
D
Adaptation
B
Application
2
Apply in
discipline
APPLICATION MODEL
3
Apply
across
disciplines
International Center for Leadership in Education
Carla Williamson
4
Apply to
real world
predictable
situations
5
Apply to realworld
unpredictable
situations
5
Success Beyond the Test
•
•
•
•
Core Academics
Stretch learning
Learner Engagement
Personal Skill
Development
Relationships
Rigor
Relevance
It is virtually impossible to make
things relevant for, or expect
personal excellence from, a
student you don’t know.
Carol Ann Tomlinson
What Zone Am I In?
Too Easy
•I get it right away…
•I already know how…
•This is a cinch…
•I’m sure to make an A..,
•I’m coasting…
•I feel relaxed,,,
•I’m bored…
•No big effort necessary.
THIS is the place to be.
On Target
•I know some things…
•I have to think…
•I have to work…
•I have to persist…
•I hit some walls…
•I’m on my toes…
•I have to regroup…
•I feel challenged…
•Effort leads to success..
Too Hard
•I don’t know where to start…
•I can’t figure it out…
•I’m spinning my wheels…
•I’m missing key skills…
•I feel frustrated…
•I feel angry…
•This makes no sense…
•Effort doesn’t pay off…
THIS is the achievement zone.
Learning Criteria
• Core Academics – Achievement in
the core subjects of English
language arts, math, science, social
studies and others identified by the
school or district
• Stretch Learning – Demonstration
of rigorous and relevant learning
beyond the minimum requirements
Learning Criteria
• Learner Engagement – The extent to
which students are motivated and
committed to learning; have a sense of
belonging and accomplishment; and
have relationships with adults, peers
and parents that support learning
• Personal Skill Development –
Measures of personal, social, service,
and leadership skills and
demonstrations of positive behaviors
and attitudes
Learning Criteria
Core
Stretch
Learner
Engagement
Personal Skill
Development
Learning Criteria
Rigor/Relevance Framework
Teacher/Student Roles
C
R
I
G
O
R
D
Student
Think
High
A
Low
Student
Think & Work
B
Teacher
Work
Low
Relevance
Student
Work
High
21st Century Skills
• Critical Thinking & Problem
Solving
• Creativity & Innovation
• Collaboration, Teamwork &
Leadership
• Cross-cultural Understanding
• Communication & Media Literacy
• Computing and ITC Technology
• Career & Learning Self-direction
st
21
Century Skills
7 C’s
1. Critical Thinking and
Problem Solving
2. Creativity and
Innovation
3. Collaboration,
Teamwork and
Leadership
Component Skills
1. Research, Analysis,
Synthesis, Project
Management, etc.
2. New Knowledge
Creation, Design
Solutions, Storytelling
3. Cooperation,
Compromise,
Consensus,
Community Building
st
21
Century Skills
7 C’s
Component Skills
4. Cross Cultural
Understandings
4. Diverse ethnic,
knowledge and
organizational cultures
5. Communication and
Media Literacy
5. Crafting and analyzing
messages, using
technology effectively
6. Computing and
ITC Literacy
6. Effective use of
electronic information
and knowledge tools
21st Century Skills
7 C’s
7. Career and Learning
Self Direction
Component Skills
7. Managing change,
lifelong learning, and
career redefinition
Creating a Learning Environment
for 21st Century Skills
Students working in teams to
experience and explore relevant,
real-world problems, questions,
issues, and challenges; then
creating presentations and
products to share what they have
learned.
Project Learning is Skill-Based
To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
present
To learn written communications –
write
Project Learning is Skill-Based
To learn technology –
use technology
To develop citizenship –
take on civic and global issues
To learn about careers –
do internships
To learn content –
research and do all of the above
A Project Learning Classroom is ...
•
•
•
•
•
•
•
Project-centered
Open-ended
Real-world
Student-centered
Constructive
Collaborative
Creative
• Communicationfocused
• Research-based
• Technologyenhanced
• 21st Century reformfriendly
• Hard, but fun!
In a project learning classroom
The teacher’s role is one of
coach, facilitator, guide,
advisor, mentor…
not directing and managing all
student work.
Students Develop Needed Skills in
Information Searching &
Researching
Critical Analysis
Summarizing and Synthesizing
Inquiry, Questioning and
Exploratory Investigations
Design and Problem-solving
Rigor/Relevance Framework
Teacher/Student Roles
C
R
I
G
O
R
D
Student
Think
High
A
Low
Student
Think & Work
B
Teacher
Work
Low
Relevance
Student
Work
High
Rigor/Relevance Framework
Step 1.
C
R
I
G
O
R
D
High
A
Teacher gives
students a realworld question
to answer or
problem to
solve.
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Step 2.
R
I
G
O
R
C
D
A Students seek
B
High
Low
information to
answer
question or
solve problem.
Low
Relevance
High
Rigor/Relevance Framework
Step3.
C
R
I
G
O
R
D
High
A
B
Low
Low
Relevance
Students test the
relevancy of the
information as it
relates to the
question or
problem.
High
Rigor/Relevance Framework
Step 4.
reflect
C Students
on the potential
R
I
G
O
R
High
D
use of the new
information as a
solution
A
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Step 5.
C
R
I
G
O
R
D Students apply the
information learned to
answer the question or to
solve the problem.
High
A
B
Low
Low
Relevance
High
Rigor/Relevance Framework
C
R
I
G
O
R
High
Rigor
Critical Thinking
A
Low
D
Creativity – Innovation
Problem Solving
B
Acquisition of
knowledge/skill
s
Low
Relevance
Motivation
-
Relevancy
Validation
High
Rigor/Relevance Framework
Relationships
C
R
I
G
O
R
High
D
Relationships
Important
A
Low
Relationships
Essential
B
Relationships of
little importance
Low
Relevance
Relationships
Important
High
WHAT IS PROJECT-BASED LEARNING?
PBL
engages
students
in
complex,
real-world
problem
solving…
… is Academically Rigorous
…is Relevant
PBL
…uses Active Learning
SIMULTANEOUS OUTCOMES
ACTIVITIES
CONTENT
PROCESSES
HABITS
OF MIND
LIFELONG
LEARNER
Adapted from the work of Art Costa and Bena Kallick
Begin with the end in mind.
Stage 1
2008 Teacher Leadership Institute
Backward Design Process
• Begin with the End in Mind
–
–
–
–
–
–
Develop a project idea
Decide the scope of the project
Select standards
Incorporate simultaneous outcomes
Work from project design criteria
Create the optimal learning
environment
• Craft the Driving Question
2008 Teacher Leadership Institute
Backward Design Process
• Plan the assessment
• Create a balanced assessment
plan
– Align products and outcomes
– Know what to assess
– Use rubrics
2008 Teacher Leadership Institute
Backward Design Process
• Map the Project
– Organize tasks and activities
– Decide how to launch the project
– Gather resources
– Draw a “Storyboard”
• Manage the Process
– Share project goals with students
– Use problem-solving tools
– Use checkpoints and milestones
– Plan for evaluation and reflection
Step 1. Develop a Project Idea
7 Suggestions:
1. Work backward from a topic.
2. Use your standards.
3. Find projects and ideas on the Web.
www.bie.org
4. Map your community
5. Match what people do in their daily
work.
6. Tie the project to local and national
events.
7. Focus on community service.
Step 1. Develop a Project Idea
7 Suggestions:
1. Work backward from a topic.
2. Use your standards.
3. Find projects and ideas on the Web.
www.bie.org
4. Map your community
5. Match what people do in their daily
work.
6. Tie the project to local and national
events.
7. Focus on community service.
Step 2. Define scope of project.
• Duration
• Breadth
• Technology
• Outreach
• Partnership
• Audience
Step 2. Student Autonomy
• Who selects the topic?
• Who defines the learning
outcomes?
• Does the teacher solicit student
input?
• Do the student and teacher
negotiate learning outcomes?
• Who defines the products and
activities?
• Who controls the timeline and pace
of the project?
3. Select Standards
What do you want your students to
know and be able to do?
 Identify the key standards that you believe might
best be met through project based instruction.
 No more than 3 standards per subject is best in
shorter projects. Adjust accordingly for
interdisciplinary or longer-term projects. Include
at least one literacy outcome in your project.
 Do not plan for outcomes you cannot assess. Be
clear about the standards that will be assessed
and how the products will allow each student to
demonstrate their learning.
4. Simultaneous Outcomes
• Teachers incorporate more than
academic outcomes into classroom
activities
– Specific skills (being able to work in
groups, manage projects, meet
deadlines, present information, think
critically, solve problems, use
technology efficiently)
– Habits of mind (curiosity, flexibility,
perseverance)
5. Project Design Criteria
The Six A’s
• Authenticity
• Academic Rigor
• Applied Learning
• Active Exploration
• Adult Connections
• Thoughtful Assessment Practices
5. Project Design
Does the project
•
•
•
•
•
•
•
•
•
Meet standards?
Engage students?
Focus on essential understanding?
Encourage higher-level thinking?
Teach literacy and reinforce basic skills?
Allow all students to succeed?
Use clear, precise assessments?
Require the sensible use of technology?
Address authentic issues?
Caution
Well-designed projects that
meet PBL criteria differ
from activities, or even
projects, that have been
traditional in the
classroom.
pbl vs. projects
Projects
PBL
Teacher directed
Inquiry based
Highly structured
Open-ended
Summative
On-going
Thematic
Driving question/challenge
Fun
Engaging
Answer giving
Problem solving
De-contextualized – School world
Contextualized – Real world
Continuum of Practice
6. Optimal Learning Environment
• Give your project one or more
connections beyond the classroom
walls (partnerships, electronic
linkages with distant people,
mentorships)
• Alter the look and feel of your
classroom (partition room for
group spaces; make the classroom
like an office or laboratory)
6. Optimal Learning Environment
Three Ideas for improving learning:
 See the whole before practicing the
parts.
 Study content and apply it to authentic
problems.
 Make schoolwork more like real work.
Buck Institute PBL Handbook
Begin with the End in Mind
Idea Bank
Project Ideas
Project Outcomes
Project Design
Crafting the Driving Question
When crafting the Driving Question,
remember:
 Driving Questions are provocative.
 Driving Questions are open-ended.
 Driving Questions go to the heart of a
discipline or topic.
 Driving Questions are challenging.
 Driving Questions can arise from realworld dilemmas that students interesting.
 Driving Questions are consistent with
curricular standards and frameworks.
Example from PBL Handbook
Should the Unites States have used
the atomic bomb in World War II?
Resources
Project Planning Forms
Buck Institute PBL Handbook
“Begin with the End in Mind”
&
“Draft the Driving Question”
Announcements
• Use the PBL Template found on the
TLI 08 Google Site, not the one
imaged on your computer.
• The K-2 group will get their
elementary PBL books in content
session today. We were able to
secure additional copies from
Scholastic for next week.
Create a Balanced Assessment
Plan
Stage 2
Balanced Assessment Plan
• Formative assessments that allow
you to give feedback as the project
progresses – Classroom
Assessments for Learning
• Classroom Assessments of
Learning that provide students with
a culminating appraisal of their
performance
Align Products with Outcomes.
Planning effective assessments
requires that you work backwards
to align the product or
performances for the project with
the outcomes.
Align Products with Outcomes
This requires:
 Identifying culminating products for
the project
 Using multiple products and providing
feedback to students
 Using artifacts – evidence of the
process of student thinking – to
assess learning skills or habits of
mind
Establish Performance Criteria
• How well do the students know the
content?
• What is their skill level?
• How well did they apply their
knowledge and skills as they
prepared their product?
How will products allow students to
demonstrate their learning?
If the project asks students to
demonstrate proficiency in three
areas, each outcome must be
assessed and included in one or
more of the components of the
products for the project.
For example,
You have identified:
• Four (4) content objectives
• Three (3)learning skills objectives
• Two (2) technology tool objectives
You may first decide the products
students will produce:
• Exhibition
• Research paper
• Journal
Culminating Products
• Research papers
• Report to school staff or authentic
audience
• Multimedia shows
• Presentations at school-wide
assemblies
• Exhibitions in the school or
community
• Websites
• Public service announcements
Advantages to using exhibitions
• Participant involvement in
establishment of criteria
• Demonstration of progress toward
different goals or criteria
• Teamwork that provides emotional
support and feedback
• Exercises in meta-cognitive training
• Students as knowledgeable
practitioners
• Multiple assessors
A systematic set of checkpoints
for project products will not
only help keep students on
schedule, but it will also help
them refine and improve their
work.
Examples of multiple products
•
•
•
•
•
•
Proposals
Outlines
Plans
Blueprints
Drafts
Edited drafts
revised drafts
• models
• Product critiques
• Videos
• Final versions of
papers
• Field guides
• Biographies
• Websites
Artifacts
•
•
•
•
•
•
•
•
•
Notes
Journal entries
E-mail/Telephone records
Records of conversations, decisions,
revisions
Interviews using a structured set of
questions developed by the students
Short reflective paragraphs describing
the progress of a project
Task chart
Project Team Contract
Meeting notes
Know What to Assess
• Unpack the content standards and
objectives
– Series of specific statements of what
needs to be learned
– Think about unpacking the task(s)
– Define the “habits of mind” or learning
skills and technology tools by specific
statements or indicators
RUBRIC TIPS
 BUILD RUBRICS WITH STUDENTS
 SAVE AND USE WORK SAMPLES
 CRITERIA: Less is more!
 INDICATORS: Describe what it looks like
 LEVELS: Even number, student-friendly
TRADITIONAL ASSIGNMENT
RESEARCH PAPER
Required Elements:
Select a disease to study
 Go to library and do
research
 Write ten pages
 Use proper essay form
 Include a bibliography

PBL ASSIGNMENT
HEALTH PROJECT
Required Elements:
 Develop family medical histories
 Write proposal to study health issue of
personal or community interest
 Keep research log, including citations
 Produce a newsletter
 Develop lesson plans and materials for
underserved population
 Present to real audience
TRANSFORMING PRACTICE
Traditional Assignment
PBL Assignment
 Student works alone
 Student works alone
 Context is school
and in teams
 Context is family and
community
 Assessment by real
audience and teacher
 Assessment by
teacher only
WHY ASSESS?
What role does assessment
play in project-based
teaching and learning?
PURPOSES OF ASSESSMENT
 Help students become aware of areas of need
 Formative -- help students along the way, ongoing
 Proof of learning, growth
 Feedback helps create better product/project
 Opportunity to test depth of understanding
 Helps to define lesson design and performance
 Helps teachers determine what to reteach
 Allows for natural adult connections
 Helps to share the workload
 Checkpoint for integration
FORMATIVE ASSESSMENT
In-Process Feedback: WHEN? WHO?
Key considerations:
 Frequency, Timing, & Who Gives
Feedback
START
END
Use Rubrics
• Scoring guide that differentiates
levels of student performance
• Provides clear description of
proficient student work
• Guide for helping students achieve
& exceed performance standards
• Work best when accompanied by
exemplars
• Powerful when students apply
rubrics to previous student work
The process of writing a rubric
requires teachers to think deeply
about what they want their students
to know and do. The clearer the
outcomes, the clearer the
assignments and the better the
products.
Effective Rubrics
• Are based on an analysis of student work.
• Discriminate among the performances by
targeting the central features of
performance
• Provide useful and appropriate
discrimination to allow for sufficient
judgments regarding performances.
• Use rich descriptive language that allows
for students to verify their score and
accurately self-assess and self-correct
• Allow us to remove much of the
ambiguity as we recognize levels of
performance
School-Wide Rubrics
School-wide rubrics can be a
powerful tool when developing a
culture of high expectations in your
school.
21st Century Skills Rubrics
http://www.novelapproachpbl.com/Project
AssessmentTools.htm
Guidelines for Writing Rubrics
To write clear descriptions of
proficient student work requires:
• thoughtful analysis;
• drafting and re-drafting; and
• piloting
All rubrics have three common
features:
• elements
• scales
• criteria
Collaboration
Below Standard



Student plays a passive role,
Student generates few new ideas
Student tends to only do what they are told to do by others.
At Standard




Student
Student
Student
Student

Student understands and articulates goals of class/group.

Student accepts responsibilities for his or her actions and the actions of the
plays an active role in generating new ideas.
takes initiative in getting tasks organized.
delegates responsibilities when required.
keeps group/class on task and on schedule.
Above Standard
In addition to meeting the criteria for At Standard, the:

Student thoughtfully organizes and divides the work between group members.

Student monitors progress toward group goal.

Student adapts easily to changes in the task or group.
group.
Leadership
0……………………………………………………..17
18………………………………………………………………35

Student does not willingly follow directions.


Student vocalizes intense opposition to group or classroom goals.

Student does not comply with group, classroom and community rules.
36……………………………………………………………………50
In addition to meeting the criteria for At Standard, the:
Student follows directions from group leaders, group members and adults who
take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the

Student encourages cooperation through words and actions.

Student creates or initiates procedures (or activities) that encourage cooperation.

Student willingly switches roles in group or classroom as required by the
group, even when those goals may be different than their own.
situation.

Student complies with group, classroom and community rules.
Cooperation
0……………………………………………………..17
18………………………………………………………………35


36……………………………………………………………………50
In addition to meeting the criteria for At Standard, the:
Student does not display positive attitude in words, expression or body
language
Student displays positive attitude toward individual and group tasks in words,

Student models appropriate speech, behavior, clothing,, etc. even at the risk of
expression and body language
breaking peer norms.
Attitude & Demeanor

Student does not provide positive feedback.

Student provides positive feedback to peers and adults

Student does not dress, act or respond appropriately to the task at hand.

Student dresses, acts and responds appropriately to the task at hand.

Student goes out of their way to encourage positive behavior and attitude.
When building your rubric,
• Language used to label the scale
should reflect performance in
relation to a standard (below
standard, above standard, exceed
standard, etc.)
• Be sure to use enough points to
accurately represent the degrees of
student performance.
When applying criteria to the
elements and scales:
• Describe which criteria apply to
different aspects of performance
• Write criteria that describe
behaviors or results that be easily
measured or observed.
• Determine which criteria are critical
for the assignment
• Begin your rubric with a description
of exemplary performance.
Other Tips Related to Rubrics
• Use the Idea Bank in your Buck Institute PBL
Handbook
• Use Bloom’s Taxonomy for action verbs
• Link your grade level CSOs with the scoring
criteria. What do performance descriptors say?
• Be thoughtful as you determine the essential
elements you want to assess; do not have too
many/too few rubrics for the project.
• Use student-friendly language
• Maintain high standards for exemplary work
• Focus on tangible results – the product
In closing,
:
Remember to align your assessments to your
learning goals.
OUTCOME
PLAN
ASSESSMENT
PLAN
INSTRUCTION
INSTRUCTION
ASSESS
Remember to have a balanced assessment system.
Do not grade students during learning & practice.
Align the assessment and the rubric to the
Identified learning goals (content, learning skills and
technology tools
Announcements
• Check out at Waterfront is at 12:00
Noon. Be sure to honor this time.
• All equipment checked out by
participants is due in the TLI office
by 12:00 Noon.
• Continue to monitor your access
email address, because all TLI
correspondence will be sent to that
address.
• You may keep the globe given to
your county.
Stage 3
Map the Project
Mapping the Project
Stage 3
•Analyzing instructional
needs
•Planning activities
•Estimating time
•Preparing resources
Launching the Project
•Entry Events
•Entry Documents
Gathering Resources
• Information
– Websites, books, articles,
experts
• Supplies
• Technology tools
• Adults to attend final exhibition
Caution!
When there are central ideas that
everyone should understand or
critical skills that everyone should
obtain, structure group work so
that all students learn the common
core concepts.
Caution!
Begin with powerful,
central ideas or complex
concepts and then plan
activities around this
content. Design so that
the challenge associated
with the project is in
discovering and using
subject-matter principles.
Caution!
Emphasizing technology in place of
content can take up time,
encourage “splash” at the expense
of deep learning, and mask the fact
that students have not done
sufficient work to solve the
problem or address the issues
raised by the Driving Question.
PBL Handbook
Drawing a Storyboard
• Sketch the project in a flow chart or
storyboard format
• Create a timeline
• Identify milestones and assignments
• Include the following:
– Project launch
– Sequence of activities
– Drafts, rehearsals, practices
– Due dates
– Exams
– Homework assignments
– Reflection and review
Managing the Process
• Orient students to the goals of the
project on a regular basis.
• Group students appropriately
• Organize the project on a daily basis
• Clarify everything
• Monitor and regulate student
behavior
• Manage the flow of work
• Evaluate the success of the project
Key Steps
• Share project goals with
students
• Use problem-solving tools
– Know/Need to Know list
– Learning Logs
– Planning, investigation, product briefs
• Use checkpoints and
milestones
• Plan for evaluation and
reflection
Checkpoints or Milestones
• Informal briefings by group leaders
• Interview random or selected students
• Quick writes to groups or entire class
• Review student/class checklists of
completed project steps
• Examine student or group progress
logs
• Sit with groups to monitor progress
• Debriefing sessions after activity or
product completion
Rigor/Relevance Framework
Step 1.
C
R
I
G
O
R
D
High
A
Teacher gives
students a realworld question to
answer or problem
to solve.
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Step 2.
C
R
I
G
O
R
D
High
seek
A Students
information to
Low
B
answer
question or
solve problem.
Low
Relevance
High
Rigor/Relevance Framework
Step3.
C
R
I
G
O
R
D
High
A
B
Low
Low
Relevance
Students test the
relevancy of the
information as it
relates to the
question or
problem.
High
Rigor/Relevance Framework
Step 4.
reflect
C Students
on the potential
R
I
G
O
R
High
D
use of the new
information as a
solution
A
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Step 5.
C
R
I
G
O
R
apply the
D Students
information learned to
answer the question or
to solve the problem.
High
A
B
Low
Low
Relevance
High
Rigor/Relevance Framework
C
R
I
G
O
R
Rigor
Critical
Thinking
High
A
Low
DMotivation
Creativity –
Innovation
Problem Solving
B
Acquisition of
knowledge/skills
Low
Relevance
Relevancy
Validation
High
Three Worlds of the Student
School world
Real world
Virtual world
Reflect on Process & Outcomes
Student performance tied to project
goals/requirements
Student performance compared to
prior work/external standard
Clarity of instructions
Clarity of process
Clarity of assessment
planning
Review Standards
Write/Refine the Driving Question
Day 0
Write/Refine/Find the Project
Describe Student Products (demonstration of
understanding)
Create an Engaging Entry Event
Meet with your team; get some help
Project Duration: Contact hours vs. days/periods
Tip: Create master project calendar for
your school
planning
Day
0.5
Create Assessments (Authentic)
Design Scaffolds
Collect Resources
Schedule Facilities/Equipment
Create Groups
Create Calendars
Create/Collect Exemplars
Create Presentation Schedule
(arrange panel)
Participate in Critical Friends
Let It Roll!
Day
1.0
Unleash Entry Event
Create Need-to-Know List
Announce Groups/Presentation
Schedules
Students begin to….
Hold Initial Group Meetings
Write Group Contracts
Write Preliminary Task Lists
Complete Individual Activity Logs
Begin Research and Reading
Presentation
Group report
Peer Evaluation
Individual Defense – take the time!
Days
14.0
to
15.0
Followed by…
Structured Reflection
Self Evaluation
Peer Collaboration Scoring
Assignment of Bonuses/Rewards
Project Debriefs
Evaluations and Reflections
Students who have the opportunity
to discuss, analyze, and reflect on
their learning experiences are more
likely to retain and use their
knowledge and skills.
Culminating Evaluation
• What did we learn?
• Did we collaborative effectively?
• What skills did we learn?
• What skills do we need to practice?
• What was the quality of our work?
• Where can we improve?
Four Methods
•Whole class de-briefing
•Fishbowl
•Survey
•Self-evaluation
PBL FRAMEWORK
PROJECT
CURRICULUM
DESIGN
INSTRUCTIONAL
DELIVERY
6 A’s
RESOURCES & CONSTRAINTS
ASSESSMENT
& EVALUATION