For this weeks blog we needed to read more in-depth readings on Project-Based learning that focused on Assessment (and a Seattle High School Geometry project that was pretty cool).
A problem that pops up with project-based learning is that it almost always involves group work. In my previous post I discussed my reluctance at the college level to assign group work because it does not result in the social benefits parameters of project based learning. Students are so physically disconnected from there fellow classmates that group projects become emails and facebook messages with maybe one face to face meeting independent of class time. This scenario leaves a lot of room for slacking off and only doing your very small part of the project, missing the big picture of the assignment.
However, the readings today presented different models for assessing group projects. Of particular interest to me was evaluating individuals within a group. It is easy for one student who is really motivated and interested in the project to carry the others on their coattails to a solid grade. However, the criticism with project-based learning in this regard is that while one student has benefited from the project, the others have failed to gain much of anything from the assignment. However, the readings today demonstrated to me two valuable ways in which assessment can help alleviate this concern.
The first is regular self-reporting. Each member of a group is provided some form of self-assessment be it a survey, free-response, or simple form that asks various questions. These self-assessments can also ask students to evaluate their fellow group mates work. Theoretically, this would allow the instructor to gain an understanding of who is doing the work/understanding the intentions and concepts of the project. Doing these assessments regularly can help head off any problematic group cooperation early, before lack of cohesion leads to catastrophic results. Also, knowing that they will be evaluated by peers will help motivate students to work harder and dedicate themselves more to the project.
Now, there are problems with this self-assessment. For instance, it is a major time consumer. Teachers already have so much to do that evaluating these assessments will take time away from other pursuits. Also, students can "prisoner's dilemma" themselves around the confines of an assessment and undermine the entire goal of assessment. The solution however is to create simple assessments that differ each time. If students are given the same big form every time, they will either report less and less each time or figure out what is the least they have to do to succeed with the report. However, in changing up a simple report every time, you not only keep the students on their toes, but you also force the students to reflect on different aspects of their project throughout. Such ever-changing evaluation can only help direct the students to their project's needs and keeping the reports simple should minimize the time they toll on the teacher.
The other method of assessment comes from the outside observer. Bringing in a professional in the field of the assigned project (for instance in the videos we watched actual architects were brought in to evaluate architectural projects) allows students the opportunity to see if the skills they learned and applied could be of use outside of their school-life. If this project has been well planned and monitored, there should be little reason to doubt that a student would not walk away feeling they had done valuable work. Outside assessment also allows a student the benefit of seeing practical evaluation of their work, as opposed to grading of their work. As far as individual assessment within this model, a professional will be able to provide sophisticated analysis of the project that will often involve the work of individuals within the group, allowing those students to know the specific good and bad things they did on the project. Outside, professional evaluation seems very valuable to me.
As far as my stance on group-work, I think I still stand on the side of no group-work, but given some of these individual assessment tools I think I will keep an open mind.
As far as my flipped-classroom project goes, I am compiling notes now for a potential video to have my breakout students watch in front of coming to the sessions. We shall see how everything looks.
I also really enjoyed setting up a website and think I will setup my own website shortly. I intend on putting all kinds of material on the site such as my Conference Papers, Thesis, Syllabi, Teaching Portfolio, etc. on the site. Having something nice and organized could only help come time for my Job Hunt.
Until Next Time...stay warm,
Derrick Angermeier
Hi Derrick, I administer a lot of projects in my classroom and the issue of the fairness of grading often comes up. Every project is grouped differently. I let them choose on the first assignment because its guaranteed they will choose a friend. Next I have them draw a colored square. They often trade squares in order to get the same color as their friend. However, I place four different colors in a group. I also group them by class average being top in class to bottom and sometimes I mix them up. I have come to learn that this allows them to communicate with others that they normally wouldn't which prepares them for the workforce and woking with those of different characte.
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