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Beyond the Test: Rethinking Assessment During Project-Based Lessons
Abstract
What if we saw students not as passive recipients of learning but as designers, engineers, and thinkers? Could this shift bridge the gap between how math is taught and assessed? These questions shaped my journey as a pre-service mathematics teacher exploring assessments beyond tests. In this autoethnographic study, we implemented project-based lessons using Engineering Design Process (EDP) with Grade 7 students under MATATAG Curriculum. Learning was made visible across phases of a real-world challenge—problem finding, exploring solutions, refining, and presenting outputs. With my professor and an assessment expert, we documented the process through tools, and reflections. Findings showed that when students engaged deeply in hands-on tasks, they demonstrated creativity, resilience, collaboration, and flexibility. Assessment became continuous, embedded into lessons, capturing what students knew, how they reasoned, collaborated, and adapted. This chapter highlights the potential of EDP for competency-based learning and reimagines assessment as reflective, responsive, and human-centered.
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