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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."

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.

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.

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.

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.

IPA examples 

Rubrics are assessment tools that specifically outline how to succeed at a certain task. Although many #langchat teachers know about rubrics, there is discussion about the best ways to create and implement them in the world language classroom.

The Language Acquisition Resource Center, LARC, is a national Language Resource Center located on the San Diego State University campus. LARC, a San Diego State University-housed program sponsored by the San Diego State University Research Foundation (SDSURF), is one of fifteen Department of Education Title VI funded Language Resource Centers (LRCs). The LRCs were established by Congress in 1989. Their purpose is to improve the teaching and learning of foreign and second languages in the United States. Our mission is to develop and support the teaching and learning of foreign languages in the United States through research, technology, and publications. Particular attention is paid to less commonly taught languages, cross-cultural issues, language skills assessment, and teacher training.

Rubrics from Fairfax County, VA for WL proficiency assessments.

"Over the course of two years, I, along with the Burlington Public Schools tech team, had the opportunity to meet and connect with over one hundred schools. These discussions would usually involve what device works best in the classroom and how the iPad is affecting teaching and learning outcomes. Frequently this conversation focuses on the most effective hardware for teaching and learning. While this is an important decision to make, it should not be the focus. In fact, the best devices a school can employ are great teachers."

New rubrics from BIE synthsizing critical thinking, creativity, communication skills in PBL

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?