Project Based Learning Quiz Example by john.kuglin

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									Project-Based Approaches Quiz Questions

Module 1 Quiz – Question 1

Project-based instruction differs from conventional instruction. Which descriptions below
incorporate project-based instructional approaches?

Choose the appropriate descriptions.

   1. Correct: Students create surveys of people’s experiences with earthquakes, and
      organize, represent, and analyze the data using spreadsheet software. They explore
      the question, How could we prepare for safety in the event of an earthquake? by
      developing earthquake preparedness plans for specific geographic areas. They use a
      rubric to guide their project development.
   2. Correct: Students assume the role of seismologists who are exploring the question,
      Could an earthquake happen here? They learn about equipment used to predict and
      analyze weather patterns. Using real-time data from the United States Geological
      Survey to understand earthquake patterns, they plot seismic data for an extended
      period of time. Groups choose a format to present their data analysis and
      predictions, such as weather forecast or a newspaper article.
   3. Incorrect: Students are each assigned a topic related to earthquakes and given
      several questions to research, such as Where have earthquakes occurred? They use
      a variety of sources to research their questions, collect factual information about
      earthquakes and write a research paper about their topic. They exchange papers and
      do a peer review.

Correct Feedback: These are both project descriptions. Option 1 involves a long-term
investigation, ongoing assessment, varied instructional strategies, real-world connections,
and 21st century skills. Option 2 involves self-direction, collaboration, real-world
connections, and student decision making. Option 3, however, is teacher-directed, focused
on knowledge of facts, and is school-based rather than project-based.

Module 1 Quiz – Question 2

Project-based learning research shows that a project approach has the following benefits:

Select your answer.

Incorrect: Increased motivation, improved higher-order thinking skills, improved study

Incorrect: Improved reading skills, academic gains, increased collaboration

Correct: Increased motivation, improved higher-order thinking, growth in self-direction.
Correct Feedback: Students participating in project-based learning show increased
attendance, improved attitudes toward school, development of complex thinking skills, and
increased self-direction skills.

Module 1 Quiz – Question 3

Project-based learning can present many challenges. A teacher was concerned about doing
a project because he thought projects would be too challenging for low-performing

What would be the best advice for the teacher?

Select your answer.

Correct: Use a variety of instructional strategies and tap into students’ interests and

Incorrect: Group low-performing students together so that you can spend more time with
that group.

Incorrect: Have some students do project work, while others (low-performing students) do
more traditional work, such as reading from textbooks or doing worksheets.

Correct Feedback: A project that incorporates a variety of instructional strategies can
benefit low- and high-performing students.

Module 1 Quiz – Question 4

Which of the following are the most effective strategies for making instruction more student

Select your answers.

Correct: Have students present to an authentic audience, invite parents to volunteer,
conference with individual students

Incorrect: Have students guide a discussion, conduct surveys in the community, assess
their work

Correct: Use collaborative groups, have student assume professional roles, involve
students in making decisions.

Correct Feedback: A student-centered classroom means that students are engaged in all
aspects of project work. Collaboration, decision making, and becoming experts are all
strategies for making students the focus of the classroom. Having students assume
leadership in the classroom, engage with people in the community, and self assess are all
strategies of a student-centered classroom. However, having parent volunteers in the
classroom does not necessarily mean that the classroom will be more student-centered.

Module 1 Quiz – Question 5

Abe had some concerns about project-based learning and how to get started with a project.

Which suggestions are closest to how you think Maria would advise Abe?

Select your answer.

Correct: Start by choosing your standards. The standards you choose should be specific
standards so that you can focus your project. Consider your objectives and come up with
questions that address those objectives and that will engage and excite your students.

Incorrect: Start by thinking about what your students will do each day. Consider the types
of activities that you want to include in your project. Think about what specific skills will
they need to learn and how will they learn these particular skills.

Incorrect: Start by deciding what your students will produce. For example, will they
develop presentations, dramatizations, newspaper articles, or Web sites? Plan the details for
your project’s student product and develop a model to show students.

Correct Feedback: Project design starts with choosing standards, establishing goals, and
developing questions that focus on the important ideas.

M1 Additional Questions:

Additional Question: Which of the following might be seen in a project-based classroom?

Correct: The teacher and students brainstorm ideas for a project.

Correct: Students use a rubric throughout a project to guide their work as well as for
assessment purposes.

Correct: Students work together on solving a problem.

Correct: A teacher uses direct instruction to teach an important concept

Correct Feedback: A project-based classroom is student-centered, has ongoing
assessment, engages students in collaborative work, and also allows for the teacher to vary
instructional strategies and use direct instruction when appropriate.
Additional Question: Students assume the role of staff members to the U.S. ambassador of a
developing country. The ambassador has a humanitarian aid budget to spend, and wants help to
determine where money and volunteer labor can be used to alleviate some of the country's problems.
Student staffers are appointed to fact-finding committees to research a particular problem—they study
the historical context, research steps that have been taken to alleviate the problem, and develop a
proposal for addressing the problem in a new or better way. Using a checklist and a rubric, they
monitor their progress. Each committee presents its proposal to the ambassador, using supportive
multimedia which they think best illustrates their points.

This is a good example of project-based learning b/c – choose one:

       Incorrect: Students are making choices about technology

       Incorrect: Formative assessment is used

       Incorrect: Students are using 21st century skills

       Correct: All of the above

Correct Feedback: In the example, students make choices about technology when they
decide how to present their ideas with technology; checklists and rubrics are used
throughout the project; and students are developing 21st century skills, such as problem-

Module 2 Quiz – Question 1

When designing a project, which of the following should you first consider and identify?

Select your answer.

Correct: Your standards and objectives

Incorrect: The activities that students will enjoy

Incorrect: How you will assess the students

Incorrect: How to tie your project to the real world

Correct Feedback: When you design a project, begin with the end in mind. Identify what
students should know and be able to do at the end of the project

Module 2 Quiz – Question 2

When creating learning objectives for projects, which of the following is it also important to

Select your answer.

Correct: 21st century skills
Incorrect: Generic objectives that can be used across all projects

Incorrect: Some objectives that cannot or will not be directly assessed

Incorrect: Lower level skills that can be easily assessed

Correct Feedback: Generic objectives or those that do not assess important learning
outcomes for the project are not effective targets for students or teachers.

Module 2 Quiz – Question 3

An Essential Question...

Select your answer

Correct: Is an open-ended, thought-provoking question that requires research across
subject areas or units

Incorrect: Has a narrow set of correct answers

Incorrect: Addresses an overall concept or question for a single curricular unit or project

Incorrect: Specifically targets a wide range of standards

Correct Feedback: Essential Questions are engaging questions that cross multiple
curricular areas and/or units.

Module 2 Quiz – Question 4

Formative assessment...

Select your answer.

Correct: Is used throughout a project to improve learning and refine teaching

Incorrect: Tests mastery of a skill

Incorrect: Takes place at the end of a project or unit

Incorrect: Can include quizzes and tests as well as demonstrations of a skill or process

Correct Feedback: Formative assessment is used throughout a project to help students
grow as learners and help teachers meet students individual needs

Module 2 Quiz – Question 5

Place the project design steps in the correct order.


Step 1: Determine Goals

Step 2: Develop Curriculum-Framing Questions
Step 3: Plan Assessment

Step 4: Design Activities

Correct Feedback: You put the process steps into the correct sequence.

Module 2 Additional Questions

pbl_m2_l5_a1_05 –“Students”

Additional Question: Match each of the learning objectives for Maria’s solar cooker

Tie to content standards: Apply scientific knowledge of heat transfer and solar energy:
convection, conduction, and radiation

Incorporate higher-order thinking: Evaluate models and incorporate features into their won

Address 21st century thinking skills: Collaborate on a solar cooker design

Correct Feedback: You matched the learning objectives correctly.

Additional Question: Select the question that best demonstrates an Essential Question for
a project on nutrition

Incorrect: (Unit) How can we plan and follow a healthy, nutritious, and appetizing diet?

Incorrect: (Unit) How healthy are our school’s students?

Incorrect: (Content) What is the food pyramid?

Correct: How can I stay healthy?

Correct Feedback: How can I stay healthy is the most appropriate question for an
Essential Question because it is broad and can be applied across other projects.

Module 3 Quiz – Question 1

Which of the following assessment timelines is more effective? pbl_m3_l5_a2_01

Correct Feedback: This Assessment Timeline includes assessments throughout a project,
assessment of content and 21st century skills, and multiple opportunities for self- and peer-
assessment and reflection

Module 3 Quiz – Question 2

Miss Nakamura’s students are doing a project on the Antarctic. She wants them to improve
their collaboration and self-direction skills and has planned for them to assess themselves
and each other frequently throughout the project. Which purpose is she addressing with
these assessments?

Select your answer.

Correct: Encouraging Strategic Learning

Incorrect: Gauging Student Needs

Incorrect: Demonstrating Understanding

Correct Feedback: Collaboration and self-direction are learning processes that help
students become strategic learners. By assessing their own skills and the skills of their
peers, students develop their understanding of how to learn effectively.

Module 3 Quiz – Question 3

Which of the following statements best describe a project-based assessment environment?

Select all answers that apply.

When teachers spend less time in front of the class in direct instruction, they are able to
interact with and observe students more frequently and effectively.

Asking students to assess their own learning and the learning of their peers helps them
develop skills at giving feedback as well as encouraging reflection and self-direction.

Assessment activities are integrated into the instructional cycle.

By designating a specific time each week to conduct assessment activities, teachers can
plan instruction accordingly, and students can be aware of when they will be assessed so
they can prepare effectively.

<b>Correct</b>. An environment in which students spend less time listening to teachers
and more time working on projects allows teachers and students to participate in ongoing
assessment in a natural way

Module 3 Quiz – Question 4

Mr. Walker wants to report on the level of his students’ higher-order thinking skills at
parent-teacher conferences. He wants the information to help parents and students improve
their thinking without assigning a grade or point value. He has collected a lot of information
about how his students think critically and creatively, make decisions, and solve problems
throughout the grading period. What would be the most effective way for him to
communicate the level of each student’s thinking?

Select your answer.

Correct: Rubric
Incorrect: Checklist

Incorrect: Scoring Guide

Correct Feedback: A rubric describes the specific characteristics of the student’s level of
performance. It also explains the characteristics of higher levels of thinking so that students
and parents know what the child needs to work on to improve.

Module 3 Quiz – Question 5

Think about assessing 21st century skills. Which of the following statements are true about
assessing 21st century skills, such as collaboration and self-direction?

Select your answers.

Correct: Assessing 21st century skills is a challenge.

Correct: Observational checklists can be used to assess 21st century skills.

Correct: 21st century skills can be assessed with rubrics.

Incorrect: 21st century skills cannot be assessed in a systematic way.

Correct Feedback: While assessing 21st century skills can be challenging, 21st century
skills can be assessed in a systematic way using observational checklists and rubrics.

M3 Additional Questions

Additional Question: Match the following assessment examples to the purposes

At the beginning of a project, in small groups, students brainstorm the characteristics of
insects and use this information to establish learning goals: Gauging Student Needs

During a project, students use checklists to self-assess how they worked with their group
members: Encouraging Strategic Learning

Students show what they learned about insects by assuming the roles of entomologists:
Demonstrating Understanding

Correct Feedback: You matched the examples to the purpose the assessment serves.

Additional Question: A teacher would like to assess each student’s thinking about
important issues in the book they are reading as a class. Which assessment method would
best serve this purpose?

       Incorrect: Observation

       Incorrect: Conference

       Incorrect: A checklist
       Correct: Student journals

Correct Feedback: Student journals provide allow students to develop metacognitive skills
and for teachers to monitor student progress and check for understanding.

Module 4 Quiz – Question 1

A project timeline is used for which of the following activities?

Select your answer.

Correct: Outline a project’s milestones and key activities

Incorrect: Plan the details of a project

Incorrect: Keep track of student progress

Correct Feedback: The first step in managing a project is to map the milestones and key
activities that you and your students are responsible for completing.

Module 4 Quiz – Question 2

What is the first task you should do in order to help ensure all students in a poor performing
group succeed?

Select your answer.

Correct: Sit down with the group and help the group resolve the issues

Incorrect: Place students in new groups

Incorrect: Split the group and have students work individually

Correct Feedback: You need to help students learn collaboration, time management, and
organization skills. You need to be patient and provide guidance as students practice these
new skills.

Module 4 Quiz – Question 3

When would students benefit most from a teacher led activity?

Select your answer.

Incorrect: When they are exploring necessary content

Incorrect: When they are facing difficulty

Correct: When the project scenario is introduced

Correct Feedback: Introducing the project scenario sets the stage for the entire project. It
allows the teacher to pose the Essential Question, motivate and engage students, gather
student input, answer questions, and set up project roles.
Module 4 Quiz – Question 4

Identify the best way to keep track of group progress during the project.

Select your answer.

Correct: Hold frequent conferences, class report-outs, and daily reflections

Incorrect: Review and grade student work frequently throughout the project

Incorrect: Ask students to present their work to the class frequently

Correct Feedback: Checking in with groups frequently allows you to monitor progress and
group dynamics as well as discuss issues and challenges. Making group progress public
keeps groups accountable and places more responsibility on the individual members to
make sure they are contributing. Reviewing daily reflections offers you the opportunity to
provide feedback to individuals as needed.

Module 4 Quiz – Question 5

Categorize the following tasks into either teacher or student responsibilities.

Drag a task to its appropriate column.


Teacher Responsibility                           Student Responsibility
Adjusting instruction                            Managing work folders
Gauging student needs                            Monitoring daily progress
Planning project milestones                      Asking for feedback
Monitoring group processes                       Checking work against assessments
Setting expectations and responsibilities        Completing project plans

Correct Feedback: Teachers need to provide as many opportunities as possible for
students to take responsibility for their learning.

M4 Additional Questions

Additional Question: A science teacher would like to do a project on water that depends
heavily on students using technology, however there is only one computer in the class. How
could the teacher make the best use of the limited access to technology? Select all that

Correct: Prior to computer use, help students learn how to filter information and evaluate
Web sites

Correct: Teach students how to use social bookmarking sites so they can share research

Correct: Establish “centers” for students to work on different aspects of the project
Incorrect: Have students sign up for the computer when they need computer time.

Correct Feedback: Teaching students research skills to make their computer time more
efficient and collaborative will help students be more productive with their time at the
computer. Centers offer structure so students can rotate through activities and get ample
and equal computer access. If students sign up for computer time, each group may not
have equal time.

Additional Question: Match the strategy to the management issue that it addresses

I want to get students excited about the project from the beginning: Introduce the project
through a scenario [Communicating about the project]

I’m concerned that I won’t have enough time to devote to a project: Schedule project work
for part of a period, a few times per week. [Timing and transitions]

One group of students seems to be having trouble getting their work done: Observe group
work and set up a conference with the students. [Fostering collaboration]

I need one place for students to access work related to the project: Set up a class wiki for
students to access information about the project and for students to contribute their work
[managing resources]

Correct Feedback: There are many ways to address management issues that arise during
a project. You matched the best solutions to the problems encountered.

Module 5 Quiz – Question 1

What purpose does the following question serve?

You said that you had trouble contacting an expert for your project. What strategies did you
use to solve this problem? What other strategies could you have used?

Select your answer.

Incorrect: Motivate and engage students

Incorrect: Prompt observation and description of phenomena

Incorrect: Probe student knowledge and understanding

Correct: Encourage reflection and metacognition

Correct Feedback: The question asks a student to think about thinking strategies.

Module 5 Quiz – Question 2

Think about what you learned about teaching 21st century skills.

What does research show to be the most effective way to teach 21st century skills?
Select your answer

Correct: Teaching short mini-lessons targeting specific subskills

Incorrect: Providing frequent opportunities for students to practice the skills while they
work on projects

Incorrect: Conducting extended sessions during which students complete worksheet items
on different skills

Incorrect: Asking students to only use low-level skills until they are deemed ready for
higher-order thinking

Correct Feedback: You identified the most effective method for teaching 21st century

Module 5 Quiz – Question 3

Which of the following is an effective way to model a 21st century skill?

Select your answer.

Correct: “When I listen to my group members during a discussion, I always try to think of
topics we agree on.”

Incorrect: “How would you react to a group member’s comment?”

Incorrect: “You should listen actively when your group members are speaking.”

Incorrect: “What is the definition of active listening?”

Correct Feedback: You understand how to model a 21st century skill.

Module 5 Quiz – Question 4

Review information literacy skills and subskills.

Which of the following is an information literacy subskill?

Select your answer

Correct: Accessing information efficiently and effectively

Incorrect: Copying and pasting information from a Web site

Incorrect: Using a computer correctly and efficiently

Incorrect: Using only the Internet to find information

Correct Feedback: Accessing information efficiently and effectively is an information
literacy subskill.
Module 5 Quiz – Question 5

Think about what you learned about reflection.

Which of the following skills is a critical skill for effective student reflection?

Select your answer.

Correct: Metacognition

Incorrect: Writing

Incorrect: Computer Use

Incorrect: Collaboration

Correct Feedback: You grasp the importance of thinking about thinking.

M5 Additional Questions

Additional Question: Match the question with the purpose that it serves for a probability
project where students become game designers to develop a game that is fair.

What makes a game fun?: Motivate and engage students’ curiosity and interest

What do you think determines fairness in a game?: Determine student knowledge and

What does the information from the sample game tell you about the probably outcomes of
the game?: Prompt observation and description of phenomena

What information do I need to get started?: Encourage reflection and metacognition

How do you create a game that is fair?: Promote critical thinking and problem solving

Does fairness in life relate to fairness in games?: Encourage creativity, imagining, and

Correct Feedback: Correct. The questions in a probability project match the purpose that
they serve.

Additional Question: Choose the strategies that can be used to promote student

Correct: Think-alouds

Correct: Journals

Correct: Conferences
Correct: Letter writing

Correct Feedback: Think-alouds prepare students by reflection by developing
metacognition skills. Journals offer students a way to reflect through writing. Student-led
conferences can teacher students how to reflect before, during, or after a project. Writing
letters to themselves, or peers can help students reflect on their learning.

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