ABSTRACT

The term 'project' has no one fixed meaning. Projects occur in all parts of the curriculum and in a range of contexts, including the laboratory, library, studio, community. Some projects involve largely practical work, others focus on academic study or incorporate surveys and questionnaires. Projects are carried out by individuals and by groups at all stages of education. They are generally agreed to form a rich assessment resource, testing combinations of:

subject knowledge

process skills - such as interviewing

transferable skills - such as time management and group working.

What, then, defines the essence of a project? We suggest three indicators:

move beyond the immediate educational context, from 'the classroom' into 'real life' - projects seek to develop applied learning

student proactivity - for example, in choice of topic

an extended time period for setting-up and completion.

Projects are thus by their nature more flexible than many other assessment situations. The methods of inquiry used will vary from project to project, as will the outcomes (for example, in length, scope, medium for presentation). Other assessment sources than the tutor may also be involved - for example the sponsor (an employer, perhaps) or those affected (such as the people in a community forming the subject of the project). Each project may be unique, which suggests the importance of negotiating and agreeing outcomes, parameters and criteria. Hence, learning contracts are often used within a project-based curriculum.