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Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students. We've compiled some of the best resources from Edutopia and the web to support your use of assessment in PBL, including information about strategies, advice on how to address the demands of standardized tests, and summaries of the research.

"The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. These modes of communication are defined in the National Standards for 21st Century Language Learning and organized in the checklist into the following categories: Interpersonal (Person-to-Person) Communication Presentational Speaking (Spoken Production) Presentational Writing (Written Production) Interpretive Listening Interpretive Reading Click within each cell to display the benchmark and the associated Can Do Statement PDF. Or, click on a Level/Mode row or column to expand the entire level or mode."

How do we assess in a PBLL environment? 

When I first heard about the exit ticket, I thought it was a great idea.  It seemed like a way to keep myself accountable to assess every student, and it seemed like a way to keep students accountable to do something to show me they'd learned what I'd taught.  It also seemed like a decent classroom management tool - if you didn't pay attention and do the exit ticket task, you couldn't leave.

IPA examples 

Frameworks are intended to be models for articulating desired results, assessment processes, and teaching-learning activities that can maximize student achievement relative to the Georgia Performance Standards. They may provide Enduring Understandings, Essential Questions, tasks/activities, culminating tasks, rubrics, and resources for the units.

Rubrics from Fairfax County, VA for WL proficiency assessments.

In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from low to high. - See more at: http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988#sthash.T2RdbFI0.dpuf

Great ideas for interpersonal oral communication practice

AAPPL Measures and IPAS I think tests are stupid. A test can't tell you how well I do my job or live my life--or anything you really need to know about me. Now, I'm really good at taking tests, and if you were to look at various test scores I've accumulated in my life, I daresay you'd be impressed with me. But do you know how much bearing the ACT, SAT, or GRE has had on any of my roles since college or grad school application time? Do you know how much impact that Issues in Teaching Foreign Languages or  Masterpieces of Hispanic Art and Literature exam has had on me as a teacher, mother, wife, or friend--or even as a speaker of Spanish?

Reflections of Student Understanding Travel journals are student-created "textbooks." Normal Park calls them travel journals because they chart the journey of students' learning. They are a great way for students to take ownership of their learning. Every student creates one, and every travel journal is unique to the student. Travel journals are a collection of the work students do for their science or social studies module. Teachers use travel journals on a daily basis; students create work and then add it to their journal throughout the quarter. Journals include writing and reflection pieces, graphic organizers, timelines, charts, drawings, diagrams, vocabulary, maps, pictures, and anything else that reflects students' learning and understanding of the module topic. Teachers also photocopy relevant articles and have students place those in their journals. During the course of one year, a student will create four journals for four different modules. Students take the journals home at the end of each quarter. Students love to show them off to their parents and keep them as a record of what they learned.

You need a portfolio for two reasons: to reflect well and look good. Reflection Selecting work to go into a portfolio is a metacognitive process that requires you to compare what you have actually accomplished with the desired end. I would like students to do this more frequently than the end of each grading period, and I plan to make portfolio updating at least a biweekly process. To this end, I've created a whole page within my newly revamped site template for this reflective process (hint: this should also be a gold mine for Assessment of Student Work "time lapse artifacts" for me to show my fitness as an educator). I want students to see their progress in stages.