Assessment strategies are designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or to certify proficiency and make decisions about students’ future. It usually takes place at the end of a task, unit of work, Formative Assessment: Assessment that takes place during teaching to make adjustments to the teaching process. The main goal of this type of assessment is to monitor, guide, improve, support and regulate student learning. It usually takes place during all phases of the learning process.
Published in Chapter:
Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL)
Sandra Fernandes (Portucalense University, Portugal),
Anabela Carvalho Alves (University of Minho, Portugal), and André Uebe-Mansur (Fluminense Federal Institute of Education, Science and Technology, Brazil)
Copyright: © 2021
|Pages: 31
DOI: 10.4018/978-1-7998-4769-4.ch009
Abstract
This chapter aims to describe the assessment practices used in a PBL (project-based learning) approach, adopting an integrated view, where teaching, learning, and assessment are student-centered. It explores the assessment methods, moments and participants in the teaching and learning process. Assessment procedures, criteria, and tasks will be carefully presented, as well as the benefits and constraints which they entail. Based on the significant and consolidated experience acquired with the implementation of PBL, since the year 2005, in this context, along with the scientific research produced to continuously evaluate and improve this learning approach, authors will present guidelines for the successful implementation of student-centered assessment practices in the context of PBL approaches in higher education.