An Example of Climate Education through Project-Based Learning

I distinguish between project-based learning (PBL) and project-based assessment. I have regularly used project-based assessment in my classes, often trying to make them as authentically real-world as possible. For me, project-based assessments come at the end of a unit of learning. The students have already acquired the knowledge and understanding and developed the skills expected of them in the unit (going forward I’ll refer to the knowledge, understandings and skills of a unit as KUDs; the D stands for “Dos” and refers to skills). The project is then a form of authentic assessment where they have to apply their learning to address a real-world issue or problem. They complete a project and create a product that demonstrates their learning. Because the project is a form of summative assessment, students are expected to complete the project relatively independently.