Assessments for Life:A Project Based Approach

Kanchan Thadani, The Akanksha FoundationFor InspirED Hyderabad, 2013

Close your eyes and imagine…

Watch this School

We worry so much about what our students will do after they leave school that we don’t think enough about what they are doing now.

Think and Share

• What did you see children doing?• What did you see teachers doing?• What is the purpose of this project based

approach?• What do the teachers do in order to make this

possible?• If children can perform the kind of tasks you

just saw, is there a need for “assessments”?

Do you think this is possible in your

classroom?

Of course it is!!Let’s find out how

As you walk around the room…

• Maintain a low volume.• Read through at least 4 project descriptions• Reflect and write

“Is this possible in my classroom? What kind of planning will it require?”

The Steps of Project Design

Breaking it down with the Diagon Alley project

(Disclaimer: This project was executed in 2009 with a minimal understanding of project design but with an instinctive understanding of how to teach and assess

and maximum enthusiasm)

Develop a Project IdeaThese 7th graders were reading a novel for the first time; Harry Potter

and the Philosopher’s Stone. Before this they had mostly been reading picture books and textbooks.

In chapter six, the students read about Diagon Alley, a street where magical objects of every shape, size and kind could be bought. As they read they wished for a place like Diagon Alley in the real world, where you could buy wands and flying broomsticks. A place where you could find a solution to every problem, magically!

As a class we decided to recreate Diagon Alley in our school hall. This project was the fantastic result of our collective imagination.

Ideally.. Work backwards. Plan at the beginning of your unit. I didn’t. I didn’t know better.

Deciding the Scope of the Project

Small Project Ambitious ProjectDuration 5 to 10 days Most of the semesterBreadth One topic

One standardMultiple disciplinesMultiple standards

Technology Limited ExtensiveOutreach Classroom based Community basedPartnership One teacher Multiple teachers and

community membersAudience Classroom or school Expert panel

This was a small project

Selecting Standards

LS.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

LS.7.4 Present claims and findings, emphasizing important points in a focused, clear manner with relevant descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

RL.7.4 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.6 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

From your unit

Designing a Grading RubricShop concept note and design submitted

Score 1 if submitted else score 0.

Demonstrated respect for property

Score 1 if there is no damage to the furniture or walls around the presentation else score 0.

Demonstrated respect for neighbours

Score 0 if two or more complaints are received from neighbours about noise else score 1.

Participation Score 1 if participation in the activity was observed else score 0.

Relevance of Content Score 2 if the shop was magical in nature and well detailed. The objects and presentation was linked to the concept note and shop title.

Score 1 if the shop design was somewhat relevant but not detailed. Some objects did not belong in the shop or students could not speak about them.

Overall Presentation, Neatness, Creativity and Originality

Score 2 if the shop had a title, the table was not cluttered, the costumes were relevant, the objects were well laid out.

Score 1 if some elements in the presentation were missing or untidy.

Clarity of Explanation Score 2 if the student could speak articulately, in full and correct sentences with correct usage of tenses.

Score 1 if the student spoke in half sentences or made multiple mistakes in the sentence structure and tense usage.

Creating the Right Learning Environment

Project Description (Instructions to Students)

• Form groups of size three.• Design a shop in Diagon Alley. The shop could be an actual one described

in the book or it could be one that you create from your imagination.• Get your design verified by didi.• Collect materials for your shop. Do not purchase materials. Use waste

material from your home or from that of your friends. Chart paper, glue and markers will be provided by the school.

• Create your shop in the space allocated to you.• Once done work on your presentation. You have to speak as though you are the shop

owners. You have to sell your products to the people visiting your shop.• Discussion is important, but work in a volume that does not disturb your neighbours or the

other classes in the school.• Respect school property and all the material you use. Leave your work space clean everyday.• You will be graded based on the rubric provided. Read it carefully BEFORE you begin.• HAVE FUN!!!

Just to clarify

• This session cannot teach you everything about project based learning.

• Refer to the following for a more thorough understanding– Project Based Learning Handbook – Buck Institute for

Education– Understanding by Design – Jay McTighe and Grant

Wiggins• This session aimed at showing you that it is

possible, in your classroom with your resources.

Possible Issues on Your Mind?

• Coverage versus uncoverage• Are your students capable?• Your style and skills• PBL and your school

Questions?