ABSTRACT
This chapter explains why classroom-based assessment is a critical component of project-based learning. It compares immediate, close, proximal, distal, and remote assessments. The chapter focuses on the purpose of assessment in a project-based environment and ways that people can monitor and assess student understanding in project-based learning. Large-scale and high-stakes assessments are used to evaluate school curriculum, school district progress, and programs. More and more, high-stakes assessments are used to make important decisions regarding student advancement to the next grade level and graduation from high school. The chapter explores the advantages and disadvantages of various types of assessments. It considers features of high-quality assessments that are responsive to context, embedded in instruction, and multidimensional. The chapter discusses both formative and summative assessments and the roles they play. It explores a three-phase method of assessing student understanding: gathering information, assembling and presenting assessment information, and evaluating assessment information.
