Volume 13, Issue 2 (2019) Unpacking the Role of Assessment in Problem- and Project-Based Learning
Front Matter
Editor’s Introduction
Krista Glazewski
Guest Editors' Introduction: Unpacking the Role of Assessment in Problem- and Project-Based Learning
Liz Bergeron, Drew Schrader, and Kris Williams
Articles
Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution
Michele I. Shuster PhD, Jennifer Curtiss, Timothy F. Wright, Camilla Champion, Maryam Sharifi, and Judith Bosland
Performance Assessment Practice as Professional Learning
Vanessa Svihla, Tim Kubik, and Tori Stevens-Shauger
Recursive Reflective Reports: Embedded Assessment in PBL Courses for Second Language Teacher Education
Cynthia A. Caswell
The Impact of PBL as a STEM School Reform Model
Michael R. L. Odell, Teresa J. Kennedy, and Eric Stocks
The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment
Monaliza M. Chian, Susan M. Bridges, and Edward C.M. Lo
“We’re doing things that are meaningful”: Student Perspectives of Project-based Learning Across the Disciplines
Emily E. Virtue and Brandi N. Hinnant-Crawford
Grading for Growth: Using Sliding Scale Rubrics to Motivate Struggling Learners
Dina Mahmood and Hugo Jacobo
Voices from the Field
The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective
Kristi W. Kelley, Julaine M. Fowlin, Andrew A. Tawfik, and Max C. Anderson
Back Matter
