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Assessing Learning Outcomes Through Project-Based Learning in English Language Classrooms
Abstract
This chapter examines the implementation and assessment of Project-Based Learning (PBL) in English language classrooms, exploring the intersection of language proficiency and the development of 21st-century skills. Despite the transformative nature of the approach, assessing outcomes in PBL presents distinct challenges. The chapter draws on Bloom's Taxonomy as a theoretical framework for aligning assessment with cognitive, affective, and psychomotor domains. It also explores strategies such as rubrics, portfolios, peer and self-assessment, teacher feedback, and digital tools for evaluating both the process and the product in PBL. A case study of a Namibian Grade 8 English class illustrates how learners collaboratively produced a digital newspaper, integrating technology into assessment while developing language and 21st-century skills. The findings highlight the importance of formative assessments in supporting learner growth through ongoing feedback, while summative evaluations provide accountability and measure achievement. The chapter suggests context-sensitive strategies, including rotating group roles and providing professional development for teachers.
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