Assessing Projects : Formative Assessment
Completing the Project
Learners use the project rubric to self- and peer-assess their work as they create their projects. They consult with their groups at designated times to receive feedback and share information. Responding constructively to peers takes practice, and Mr. Hlabana develops a special lesson on providing, receiving, evaluating, and using feedback. While groups are meeting, he observes each member, noting who needs help and extra guidance. Sometimes, he intervenes on the spot to model constructive feedback.
Mr. Hlabana knows that individual research does not guarantee that learners will learn the core curricular concepts for the project. Therefore, Mr. Hlabana supplements learners’ project work with a variety of learner-centred activities to introduce and reinforce their learning about energy, conservation, and the environment. He uses teaching time to model investigating issues from a scientific perspective. He also demonstrates the kinds of skills learners need to evaluate and interpret the kinds of data they will find in their research.
Mr. Hlabana uses an observation checklist to record learners’ decision- making processes while they discuss their projects with their small groups. The following sample excerpt from the checklist shows the kinds of information he collected about a group that includes Miranda, a learner with mild learning disabilities, and Lucas, a non-first language speaker:
| Becky | Lucas | Miranda | Alex | |
| Seeks multiple resources with relevant information | Has a nice variety, including an interview with a mechanic | Having trouble finding resources in Spanish | Using just one magazine article | Has a couple website articles |
| Predicts consequences of choices on others | Mentioned cost for parent | Not observed | Not observed | Said his friends would like it if he chose a certain car |
| Predicts consequences of choices on environment, related to consumption of fossil fuels and different kinds of pollution | Made chart comparing cars’ greenhouse gas emissions and explained how they would effect climate here | Said using less fuel will leave more fuel for others | Not observed | Says if he’s driving fast enough he won’t pollute the air |
After learners have done their research, made their decision about the car they would like to buy, and reflected on their processes, they prepare to present their decision-making model. Learners should choose a format that lets them use their strengths and interests, and can best illustrate their thinking. They may create flowcharts with statistical information and formulas, graphic representations, media presentations, writing, or performances.
Mr. Hlabana encourages learners to include a component in their final project that challenges them. He encourages Gina, a learner who is a gifted writer, to write a script that will be performed by friends. This allows her to use her strength and encourages her to take a risk by experimenting with video technology. Lottie, who has severe learning disabilities, needs to work on her writing, but she loves to draw. Mr. Hlabana suggests that she create a graphic novel, which will give her practice on what she needs to work on while letting her do what she enjoys.
As learners work individually on their projects and consult with their groups, Mr. Hlabana circulates among learners, observing their interactions and taking notes on their developing content knowledge. He also notes their collaboration, decision making, and self-direction skills. Using his notes, Mr. Hlabana plans more in-depth teaching around energy concepts and process skills.
Concluding the Project
Mr. Hlabana concludes the project by asking learners to write a detailed reflection about their learning about energy concepts, making decisions, and self-managing their own learning. He analyzes their answers to determine how individual learners have learned the scientific concepts and process skills. He writes notes to himself that he can use when addressing the needs of all learners in future projects. Mr. Hlabana uses three major strategies to ensure a project addresses all levels of learners in his classroom while teaching self-direction skils:
- He frequently asks learners to do projects that address the curriculum he is required to teach but allows learners to make some decisions about the content they learn, how they learn it, and how they show what they learned.
- While learners are working, Mr. Hlabana continually monitors progress so he can address misconceptions and misunderstandings immediately.
- He organizes his teaching around activities and instruction that provide learners with the skills they need to control their own learning.
