Project-based learning: 5 assessment strategies
To assess work in a project-based learning exchange, agree shared goals, build a rubric, give feedback during the work, collect process evidence and allow different ways to show understanding. Adapt these five strategies with your partner teacher.
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These five teaching strategies focus on assessment in project-based learning. Partner teachers may use different languages, classroom routines and ways of giving feedback. Agree on what the shared task should show before deciding how to assess it.
Agree on the goals before the exchange
- Choose the knowledge and skills you want students to practice.
- Agree on the criteria with your partner teacher.
- Decide what evidence to collect during the project and at the end.
- Choose a way to note contributions, questions and group decisions.
- Review the criteria as the work develops.
Build a shared rubric
Include the subject content and the collaboration you want to see. Share the criteria with students and the partner teacher before assessing the final work.
The following starter prompts are examples to adapt. They are not a validated scoring scale.
Swipe horizontally to see all columns
| Criterion | Possible evidence | Feedback question |
|---|---|---|
| Subject understanding | An explanation, result or example in the shared work | What shows the idea clearly? |
| Cultural understanding | A response that considers a partner class's perspective | What did you learn from the other class? |
| Communication | Clear questions, explanations and replies | What would help the partner class understand? |
| Teamwork | Group decisions and contributions to the shared task | How did the group move the work forward? |
Use your partner teacher's input to make the criteria workable in both classrooms. Students can help explain what a criterion looks like in the task.
Give feedback during the work
Use formative assessment to see what students understand while they can still make changes. Peer feedback, self-assessment and short reflections are possible starting points.
At the end, a presentation, report or communication task can help students show what they learned. Choose evidence that matches the learning goals instead of grading presentation style alone.
Look at contributions as well as the final result
Observe how students ask questions, reply, support group decisions and help move the shared task forward. A finished group product does not tell the whole story.
A journal or shared record can hold examples of discussions and decisions. Choose tools that let you collect the evidence you need; do not assume that every app tracks individual contributions.
Allow different ways to show understanding
Separate the subject learning goal from the language goal. If language fluency is not the main goal, consider whether a drawing, visual explanation, video or bilingual response can show the same understanding.
Translation support can help a teacher understand a response, but check the meaning before using it in assessment. Agree on comparable criteria for different formats and invite students to discuss how to show their learning.
For more practical support, read the language challenges guide.
A shared plan helps you and the partner teacher connect the learning goals, classroom activities and evidence. Use the result to decide what to keep or adjust for the next exchange.
Frequently asked questions
Should we assess the final product only?
No. Look at discussions, decisions, reflections and contributions during the work, alongside an end-of-project presentation or report.
What if students have different language levels?
Agree on the learning goal first. Where language fluency is not the main goal, consider different formats and language support while keeping the assessment criteria comparable.
Explore a project to assess together
Choose a project that fits your subject goals. Discuss the learning evidence and criteria with your partner teacher before the exchange.
