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Plan
for Evaluation and Reflection |
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| Reflection and Retention | Among the most robust findings in educational research is the positive correlation between reflection and retention. Students who have the opportunity to discuss, analyze, and reflect on their learning experiences are more likely to retain and use their knowledge and skills. | |||
| Debriefing | Scheduling sufficient time at the end of the project for a class "debrief" to analyze the results of the project helps students take what they have learned and transfer it to the next project or assignment. | |||
| The Driving Question | It is useful to have students reflect on and discuss the Driving Question again. | |||
| Discussion Topics |  The
questions or the topics for discussion can be
focused on content, but also on the process and
outcomes for the project. See
sample discussion topics. |
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| Culminating Evaluation | A
culminating evaluation also encourages
the habits and skills of reflection and analysis--a
lifelong skill and an essential skill in today's
workplace. |
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| See an Example of a Project Debrief | 
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The
Gender Project |
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| Project Management Tools | ||||
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| The Buck Institute for Education and Boise State University, Department of Educational Technology |
| PBL Home | Designing Your Project | Online Courses | PBL Co-Laboratory | Contact Us |
