A Guide for Project-Based Assessment

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Author(s): Kumar Dookhitram (University of Technology, Mauritius), N. Laloo (University of Technology, Mauritius), Prabha Ramseook-Munhurrun (University of Technology, Mauritius), J. Narsoo (University of Technology, Mauritius)and Sameer Sunhaloo (University of Technology, Mauritius)
Copyright: 2025
Pages: 8
Source title: Implementing Blended Learning Policies and Programs for Crisis Preparedness
Source Author(s)/Editor(s): Yuvraj Sunecher (University of Technology, Mauritius), Hemant Chittoo (University of Technology, Mauritius)and Louis Jinot Belle (Open University of Mauritius, Mauritius)
DOI: 10.4018/979-8-3693-8402-2.ch001

Keywords: Blended & Mobile Learning / Education / Educational Policy and Reform / Information Science Reference

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Abstract

This chapter is based on module assessment through project-based learning. Project-based learning (PBL) is learner-centred and enables students to build their knowledge and capabilities, and acquire complete understanding of the module content. PBL in its simplest form usually culminates in a report that demonstrates the mastery of the module content by the students. In some areas of study, students are required to submit prototypes to support their problem solving abilities. In general, PBL starts with the allocation of assignments to students. The assignments can be of diverse nature and may involve more than one problem. The next step comprises of the students analysing the problems in view of identifying the possible solution procedures. The students will thereafter come up with the final solutions and analysis. As mentioned above, the end product is frequently a report encapsulating the problem statement, methodology, analysis and conclusion, amongst others.

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