One alternative form of assessment is problem-based learning (PBL), which is part of a larger group of learning assessments and activities known as inquiry-based learning. According to the Centre for Teaching and Learning at Western University, “In PBL, learners are tasked with exploring solutions to a problem that derives from real-world situations with as authentic as possible real-world limitations and structures.” This can be a highly engaging learning experience for students if they are given a problem that is complex enough and are provided with the appropriate support structures.

One example for social sciences can be assigning different neighbourhoods to groups of students to explore via Google Maps. Using this tool, students will explore what resources are available in their neighbourhood to answer the perennial question, “how can we combat poverty?” Resources can involve transportation and health services, and some considerations to keep in mind would be food deserts and class/racial segregation. Some strengths of this approach are that it is a longer-term assignment that encourage developmental growth over an extended period of time, and is multidisciplinary in nature. A limitation could be class size, since in a larger class it might be difficult to manage.

When I think about the social assumptions behind this type of assignment, one of them that comes to mind is that all students in the group will have the necessary skills in teamwork and groupwork to actively participate in the project. Indeed, a problem could be domination by certain members of the group, and less participation from more shy students. Thus, letting students know ahead of time that some of the grading criteria will involve active participation and demonstrating active listening of all group members’ ideas could be a solution (but this would require consistent and focused supervision).

Another assumption behind this type of assessment might be worldviews. For example, if one neighbourhood that is analyzed is on a Native American reservation or First Nations reserve, then answering the question “how to combat poverty” needs to consider different relationships that the communities have to land, resources, and the local and regional economies. However, this exploration can be a part of the project if the instructor asks students to provide a profile of the local community that discusses their history, language, religions, some cultural beliefs, and recent events as part of their plan to combat poverty.

Some skills that the teacher might look for when evaluating the students could be the following: ability to research using proper sources, ability to express ideas, ability to inquire about the ideas of others, ability to identify at least two sources of wide-spread poverty, ability to provide suggestions for responding to the problem, ability to devise a step-by-step plan, ability to describe the demographics, culture, and general history of their assigned neighbourhood, and, finally, ability to recognize possible flaws in their plan. This last criterion can be help students accept the un-universal nature of problem-solving and adopt a posture of humility when trying to solve a problem in a community that they are not directly a part of. This type of assessment would emphasize social skills, research skills, problem-solving, and cultural awareness (that of others, as well as the cultural assumptions of the learner).

https://teaching.uwo.ca/elearning/student_assessment/alt-assessment-ideas.html#concept-maps