A not-authentic "dessert project" would involve the kind of assignment students are typically given in school: compose an essay, create a poster or model, write and present a book report, or make a PowerPoint presentation on a topic they've researched.

Beyond their teacher and maybe their classmates, there's no public audience for students' work, no one actually uses what they create, and the work they do is not what people do in the real world.

PBL means students are doing work that simulates what happens in the world outside of school. In a project that is somewhat authentic, students could play a role (as in choice "c" above) -- scientists, engineers, advisors to the President, website designers, etc. -- who are placed in a scenario that reflects what might actually occur in the real world. Or students could create products that, although they are not actually going to be used by people in the real world, are the kinds of products people do use.

raditionally, tests have told teachers and parents how a student “does,” then offers a very accessible point of data (usually percentage correct and subsequent letter grade) that is reported to parents as a performance indicator.

During assessment of learning, a test (of some kind) is given to communicate student understanding. Years of research has let us know that consistently hoping for “understanding data” from your average classroom assessment is hopelessly problematic, not to mention reductionist, sterile, and institutionally-centered.

tudents who don’t complete homework receive zeroes, but they learn a valuable lesson about responsibility, many teachers argue, even though there’s no legitimate research connecting responsibility to homework. 

One, students, teachers, parents, and administrators expect me to, and when I don’t I am labeled an “easy” teacher, viewed as less serious or rigorous than my colleagues. Parents may rage about the veritable avalanche of homework that threatens to suffocate their children, but in my experience, parents also view that avalanche as a badge of honor, evidence of academic rigor.

I tried to picture a school year in which I shoehorn all of this work in to class time. I hardly complete a year’s worth of material as it is; a year without any homework at all seemed like a disaster in the making.

The findings of this study showed that while both types of questions improved performance on the final exam, students who answered multiple-choice questions had better recall of both old and new items, showing a broader learning process (Wray, 2012).  It is believed that multiple choice triggers a specific cognitive process of memory retrieval that enhances learning based on the contemplation of plausible answers, rather than a simple recognition process (Wray, 2012).

The solution, he said, hinged on work faculty members did to “deconstruct” traditional courses. They mapped the learning outcomes from those three-credit offerings to competencies in the new online programs.

One day I realized that I wasn't weeding out the weak mathematicians, but instead weeding out the weak test writers.

Before you continue, I want to remind you that this does not mean I have not assessed, but not one student in my Calculus classes has received a grade at this point.  (Other than the report card mark which I must give).

First, I went through my outcomes, given to me by the government, and identified what the "Rocks" are.  These rocks are the outcomes which I expect the students to master above all other outcomes.