1.3.4. Monitor the Students and the Progress of the Project

Facilitate the process and the love of learning.
Teach the students how to work collaboratively. Designate fluid roles for group members.
Mentor the process.
Remind them that every part of process belongs to each individual and needs each student’s total involvement.
Utilize rubrics for assessing the process. Team rubrics and project rubrics.
Team rubrics state that the expectations of each team member.
Watch the group dynamics.
How well are the members participating?
How engaged are they in the process?
Assess the outcome.

A Team Rubric Example

	Limited	Developing	Proficient	Advanced	Examplary
Group members facilitate each others participation.
All group members participate in project works.
Work is distributed and completed.
Group coordinates well with other groups.
Group uses members’ strengts effectively.
Group members solve conflicts effectively.

Project rubrics ask: What is required for project completion? What is the final product: A word processed document? A multimedia presentation? A poster? A combination of products? What does a good report/multimedia presentation/poster/ product look like?

Some project rubrics are rubric for accessing information, rubric for selecting information, rubric for processing information, rubric for composing information, rubric for individual task management, rubric individual time management, ...

Make the requirements clear to the students so that all can meet with success.

A Project Rubric Example (Selecting Information)

	Limited	Developing	Proficient	Advanced	Examplary
Searches key sources effectively.
Focuses on key sources.
Selects key ideas from the sources.
Records information efficiently.
Organizes and labels selected information.
Clarifies inforation as needed.

Sample Project Interactive Quiz “....... When the students had finished writing the text for the quiz, we began putting it into a HyperStack (A web site). We closely followed the activity in project’s rule, which worked especially well since a few of the students already knew how to use HyperStudio (Web design program). The students tutored the first groups and helped them import their material into cards, and that group in turn was able to help other groups. The 'expert' students were on hand to help all the other groups as well. ........."

  1.3.5. Assess the Outcome

Assessment should meet the needs and provides diagnostic feedback. Learning is an ongoing process, assessment can be an ongoing process of documenting. Assessment practices should also be inclusive and well understood by students, allowing them opportunities to participate in the assessment process in ways not typically supported by more traditional teacher-centered lessons.

Make the assessment authentic. Evaluate the progress and create relationships among the steps of progress. It gives students feedback on how well they understand the information and on what they need to improve.

Know authentic assessment will require more time and effort from the teacher.

Vary the type of assessment used. For example, apply technology (computers), teacher assessment, peer assessment, self-assessment.

Sample Project Interactive Quiz “........... Because the students had discussed and set their own criteria for a good interactive quiz, they were very aware of the standards we were shooting for. The students were told that their small group work and the class' work as a whole would be judged against these goals we'd come up with together. When the small groups were done with their work, they evaluated it individually against the class goals, and then described and evaluated their individual contribution to the work that had been done. This, combined with my assessment of the finished work, provided a grade for the project. ............"

  1.3.6. Evaluate the Experience

Take time to reflect, individually and as a group.
Set a time that is designated for reflection of the daily activities. Allow for individiual reflection, such as journaling, as well as group reflection and discussion.

Discuss what worked well.

Share feelings and experiences.

Discuss what needs change.

Share ideas that will lead to new inquiries, thus new projects. Discussing or writing about suggested improvements.

Sample Project Interactive Quiz “........ When we finished the quiz, students took turns quizzing themselves with it. Afterwards we discussed how our product was useful and how we could make it better or make the process smoother if we do it again. I liked the short length for this particular project, and I think it's something we could do at different points throughout the year. We might even try to make a big interactive self-quiz that would cover much of material for the whole year. Overall, the project met its initial goals: the finished product is a nice study guide and its very creation included studying, learning, and collaboration. ..........."