A Systematic Review of Formative Assessment Methods in Project-Based and Problem-Based Learning

• In Event: Teachers and teacher education in problem and project based learning evironments

Abstract

We systematically reviewed the empirical literature on formative assessment in project-based and problem-based learning settings. From the 26 articles identified in our review, we synthesized the methods teachers and researchers used to embed five formative assessment strategies in their classrooms. The purpose of this study was to identify how educators have formatively assessed students in project-based and problem-based learning settings and to compile those methods to make empirical research more actionable for practitioners and researchers.

Authors

• Hui Zhong, The College of William & Mary

• Caroline Nicole Utne Finchum, College of William & Mary