• <More on Intel.com

Assessing Project Work

Assessing project work

Reviewing Work Using the Comment Boxes

One of the strengths of the Showing Evidence Tool is the ability for teams to peer review each other’s cases. A comment can be added to any area of the case that contains a small triangle in the upper right corner. Before teams review each other’s work, provide guidance as to what they should look for and what kinds of comments to leave. Give students some guidelines about providing helpful feedback. Encourage them to make different kinds of comments, such as asking questions, giving positive comments, and providing constructive suggestions. If you have created a rubric or checklist, be sure the teams have a copy available as they review another team’s work.

As the teacher, you can also leave comments to provide feedback for your students. Throughout the project, comment on students’ progress, their choice and evaluation of evidence, and overall quality of their thinking about the argument. This will allow you to assess their progress at key points in the project. If you spot any misconceptions, you can make additional research suggestions or redirect them.

Assessing Throughout the Project

During the project, focus on assessing your students’ thinking and the quality of their arguments. Ongoing student assessments could include:

  • Pre-planning documents
  • Reflection logs or daily journals
  • On-task behavior/participation points
  • Major assessment points as students develop ideas (collection of evidence, identification of a viable claim, final case)
  • Quality of their peer review
  • Self- and peer evaluation
  • Observation of student discussions and development of ideas as students use the Showing Evidence Tool

Consider how students will develop and present answers to the significant questions and issues of the project as a whole—beyond their use of the Showing Evidence Tool. Students should use the information learned through the use of Showing Evidence to create something that demonstrates their understanding. Some ideas:

  • Have students create a final project such as a presentation, report, essay, or publication that analyzes, evaluates, and proposes a solution, verdict, conclusion, or new action.
  • Set up a role-play, experiment, scenario, or other hands-on activity to assess skills and knowledge.
  • Use debates, interviews, mock trial, or other oral presentation to uncover the depth of students' understanding and comprehension.


Assessments could come in multiple forms:

  • Multiple assessors—such as the students themselves, peers, the teacher, and mentors
  • Multiple units of assessment—such as individual students, groups, the whole class
  • Multiple formats—such as written work (formal assignments and informal journal entries), observations (of group activities and individual work), presentations, informal discussions and questions, project designs, and the final product

    Some of the information above is modified from:
    Rubric to Assess a PBL (Project-Based Learning) and Rubric

    Project-Based Learning with Multimedia