Assessment for Project-Based Courses

James R. Fugate

doi:10.5278/ojs.jpblhe.v0i0.1864

James R. Fugate Rochester Institute of Technology

DOI: https://doi.org/10.5278/ojs.jpblhe.v0i0.1864

Keywords: PBL, Project Based Learning, Assessment, Examination, SOTL

Abstract

A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. This study demonstrated that examinations are still a critical tool for assessing student skill level in project-based courses.A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. This study demonstrated that examinations are still a critical tool for assessing student skill level in project-based courses.

Author Biography

James R. Fugate, Rochester Institute of Technology

James Fugate is an assistant professor in the Department of Engineering Studies in the National Technical Institute for the Deaf at the Rochester Institute of Technology in Rochester, New York. James has been an instructor in the Computer Aided Drafting Technology program for sixteen years. James primarily teaches computer aided drafting (CAD) for architecture, engineering, and construction fields.

References

Adderley, K., Askurin, C., Bradbury, P., Freeman, J., Goodlad, S., Greene, J., . . . Uren, O. (1975). Project Methods in Higher Education. London: Society for Research into Higher Education.

Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (Second Edition ed.). San Francisco: Jossey-Bass, Inc.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014, June 10). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415. Retrieved from http://www.pnas.org/content/111/23/8410

Heitmann, G. (1996, June). Project-Oriented Study and Project-Organized Curricula: A Brief Review of Intentions and Solutions. European Journal of Engineering Education, 21(2), 121-132.

Kilpatrick, W. H. (1921). Dangers and Difficulties of the Project Method and How to Overcome Them: A Symposium (2nd Edition ed.). New York, New York: Columbia University Press.

Morgan, A. (1983). Theoretical Aspect of Project-Based Learning in Higher Education. British Journal of educational Technology, 14(1), 66-78.

Popham, W. J. (2003). Test Better, Teach Better: The Instructional Role of Assessment. Alexandria, VA: ASCD Publications.

Rau, W., & Durand, A. (2000, January). The Academic Ethic and College Grades: Does Hard Work Help Students to 'Make the Grade'? Sociology of Education, 73(1), 19-38.