ORGANIZING SUMMATIVE ASSESSMENT USING PROJECT-BASED LEARNING: A CASE STUDY IN PHYSICS TEACHING GRADE 10

Nguyễn Ngọc Trường; Nguyễn Thanh Phong; Trần Thị Ngọc Ánh

doi:10.34238/tnu-jst.9214

ORGANIZING SUMMATIVE ASSESSMENT USING PROJECT-BASED LEARNING: A CASE STUDY IN PHYSICS TEACHING GRADE 10

About this article

Received: 14/11/23 Revised: 23/01/24 Published: 23/01/24

Authors

1. Nguyen Ngoc Truong , Thuan Hoa High School, University of Education - Hue University
2. Nguyen Thanh Phong, An Bien High school
3. Tran Thi Ngoc anh, University of Education - Hue University

Abstract

Summative assessment through project-based learning is a new component stipulated in assessment, following the goal of developing students' competencies. Through project-based learning, students have the opportunity to apply their knowledge to solve practical problems. This article presents a case study on organizing summative assessments in teaching Physics Grade 10. After completing the project-based learning, the product evaluation method was employed in conjunction with peer assessment, self-assessment, and teacher evaluation to draw conclusions about periodic assessment. Based on theoretical analysis, the research group proposed a periodic evaluation process using project-based learning, conducted pedagogical experiments to collect and process data. The initial research results showed a positive correlation between the assessment format and students' learning outcomes. Students who participated in the project-based learning not only demonstrated a deeper understanding of the related physics concepts but also exhibited an increased interest in learning compared to before. However, the peer assessment activity still engendered some controversy, necessitating timely support from the teacher.

Keywords

Assessment; Summative assessment; Learning project; Project-based learning; Physics

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DOI: https://doi.org/10.34238/tnu-jst.9214

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