Teaching with Physical Computing, Course 3: Assessment of Project-Based Learning

This course guides teachers through the effective assessment of Project-Based Learning.

There is one session available:

After a course session ends, it will be archived.
Estimated 10 weeks
1–2 hours per week
Self-paced
Progress at your own speed

About this course

Skip About this course

The third course in our program for Computer Science teachers, Teaching with Physical Computing , focuses on how to assess Project-Based Learning (PBL) effectively.

Integrating assessment into PBL is key to its effective implementation in the classroom. In this course, we explore the purpose and methods of assessment, including what educators need to consider when applying both formative and summative assessment tools.

You will also learn about the additional opportunities PBL affords in assessing soft skills, such as problem-solving and collaboration.

At a glance

  • Institution: ArmEducationX
  • Subject: Education & Teacher Training
  • Level: Advanced
  • Prerequisites:

    Pre-requisite Computing subject knowledge and practical application:

    • Hardware/boards/sensors/motors etc.

    • Computing theory focused on the core concepts (Sequence, Selection, Iteration)

    • Physical computing projects and application of core concepts

    • Applying computational techniques to problem solving

    • Physical/engineering problem solving

    • Basic electronics

What you'll learn

Skip What you'll learn

Introduction to course

  • Learning outcomes

  • How you will be assessed

The big picture of “assessment”

  • Reflection on different motivations

  • Framework for assessment

The language of assessment

  • For learning

  • For teaching

  • Of teaching

Assessment of PBL

  • Assessing skills

  • Group work

  • Problem solving

  • Validity

The methods of assessment

  • Assessment tools

  • Assessment banks

  • References to academic literature

  • References to professional literature

Question types

  • Essay

  • Assignment

  • Interactive

Learning outcomes

  • SMART viewed by behaviourism

  • SMART viewed by constructivism

Multiple Choice Questions

  • What are MCQ

  • The limits of MCQS

  • How to construct quality MCQs

Open questioning and leading thinking

  • Questioning do’s and don’ts

  • Emphasising key words

  • Differentiated questioning (taxonomy of learning)

Classroom investigation

  • Action Research

  • Case Study/Survey

  • Educational Research and Design

  • How to gather data/results

  • Ethical considerations

M odule 1 Introduction

Module 2 The 'big picture' of assessment

Module 3 Language of assessment

Module 4 Assessment of PBL

Module 5 The methods of assessment

Module 6 Question types

Module 7 Learning outcomes ****

Module 8 MCQs

Module 9 Open questioning and leading thinking

Module 10 Classroom investigation

About the instructors