The assessment module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two to three hour class or session, divided into two parts.

Part One, Guided Process, is designed to give participants a brief introduction to assessment. It answers the questions "Why is Assessment Important?"; "What are Some Types of Assessment?"; and "How Do Rubrics Help?" The Guided Process includes the Assessment Resources section and a PowerPoint® presentation, including presenter notes. This presentation can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show. The video segment, "Assessment Overview" demonstrates assessment in action at various schools. The Assessment Resources section contains additional examples of assessment in action (Urban Academy, Mountlake Terrace High School, and Assessing Project-Based Work).

Part Two, Group Participation, assigns readings and activities for experiential, project-based learning. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.

Specific ISTE NETS Standards have been addressed in this module.

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC).

The workbook uses a proven performance management methodology known as “delivery” to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of your state's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation.

This document sets forth an ambitious vision for the role of higher education and its collaborations with other stakeholders in working to support the effective implementation of the CCSS. The work in this discussion paper was undertaken by The Leadership Collaborative (TLC) and was supported by a Mathematics & Science Partnership grant from the National Science Foundation. The TLC is part of the Science and Mathematics Teacher Imperative (SMTI), an initiative of the Association of Public and Land-grant Universities, 125 public research universities, and 12 university systems to transform middle and high school science, technology, engineering and mathematics (STEM) education by a new generation of world-class science and mathematics teachers.

The performance of American students in schools is gaining more and more attention at the local, state, and federal levels. Beginning in the late 90s, the attention of many state legislatures and state boards of education shifted to school accountability. This shift remains prevalent. The performance and success of American students are linked to standardized testing. The No Child Left Behind (NCLB) legislation mandated standardized testing in several grades in several disciplines. Not only have accountability measures been mandated for students requiring satisfactory scores for promotions, measures are also in place for schools. Based on the performances of all students and several additional variables, schools are assigned school scores and are required to obtain Average Yearly Progress (AYP) (NCLB, 2008). The implementation issues coupled with the implications of NCLB directly align with educators and other vested stakeholders beginning to focus on variables that affect student achievement. Prior to NCLB, A Nation At Risk provided a framework for a similar focus. The implications of both legislations address issues pertinent to students and teachers in K-12 schools, and the implications in higher education focus on teacher preparation programs.

Learn how to increase engagement and retention in your classroom. Edutopia's professional development PBL teaching module is designed for either a two- to three-hour class or session or a one- to two-day workshop, and is divided into two parts.

Part one, Guided Process, designed to give participants a brief introduction to PBL, answers the questions "What is PBL about?" "Why is PBL important?" and "How does PBL work?" The Guided Process also includes the Teaching About PBL section as well as a PowerPoint presentation (including presenter notes), which can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show.

Part two, Group Participation, assigns readings and activities for experiential PBL. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.