Abstract

Exalting the virtues of project/problem-based learning (PBL), this paper proposes that assessment can be skillfully organized so that students are not merely judged at the end of the project but they learn throughout the entire process. Each group member undergoes a triangulation of assessment views: self, peers and tutor/moderator. The proposed generic one page assessment sheet can be modified to suit personal needs. It details marks for specific deliverables in a step-by-step manner that facilitates the flow of ideas from commencement to end of the project. Accompanying assessment forms and rubrics are provided. All stakeholders particularly educators and students stand to benefit.