Personal Performance Projects: Assessment

Prior to beginning PPP's with learners, those planning and leading the initiative must clearly define the areas in which learners will demonstrate growth and accomplishment. These areas should have the following characteristics:

The skills are transferable and can be applied in diverse situations.
Learners can self-assess their growth in these areas.
Growth in these areas should be characterized b progress, not achievement.
The areas selected should not limit the topics learners may select.

Beginning early in the process and continuing throughout, learners should have access to the rubrics that are used to assess each aspect of the project. Assessment and the rubrics used to document progress must be dynamic. As project emerge, rubrics can and should be updated and specialized to account for unique aspects of each project. Educators, learners, and mentors all have a role in defining the emerging rubrics.

A sentiment that has been frequently applied to PPP's by leaders in the Capstone Initiative is summarized in this quote: "The one sure way to ensure mediocrity in PPP's is to grade them." Assessment of PPP's should focus on the growth that is demonstrated and provide feedback for continued study, the opinions of all stakeholders is valuable in assessment.

In brief, celebrate the richness of the PPP learning environment, do not reduce the experience to a grade.