Identifying Performance Indicators for Meaningful Assessment in Project-Based Learning
Keywords:
Project-based learning, meaningful assessment, performance indicators, qualitative research, authentic learning, metacognitive skills, social responsibility, TehranAbstract
This study aimed to identify and elaborate performance indicators that define and support meaningful
assessment in project-based learning (PBL), as perceived by experienced educators in Tehran. A
qualitative research design was employed, utilizing semi-structured interviews to gather in-depth
insights from 23 teachers, curriculum planners, and assessment specialists with extensive experience in
PBL across various educational levels in Tehran. Purposeful sampling ensured diversity in participants’
backgrounds. Data collection continued until theoretical saturation was achieved. Interviews were
transcribed verbatim and analyzed thematically using NVivo software, following Braun and Clarke’s
six-phase approach to thematic analysis. Credibility was enhanced through peer debriefing, member
checking, and reflexive journaling. Three overarching themes emerged as core domains of performance
indicators for meaningful assessment in PBL: (1) Authentic demonstration of learning, including realworld application, creativity, effective communication, collaboration, product quality, knowledge
integration, and technology use; (2) Reflective and metacognitive skills, such as self-assessment, goal
setting, evidence-based reflection, adaptability, critical thinking, and ownership of learning; and (3)
Social and ethical responsibility, encompassing peer assessment, ethical conduct, community
engagement, cultural awareness, and environmental consciousness. Illustrative quotations highlighted
how these indicators manifest in practice and are valued by educators for supporting holistic student
development. The study underscores the multidimensional nature of meaningful assessment in projectbased learning, emphasizing the importance of integrating authentic, reflective, and socially responsible
performance indicators into assessment systems. The results have practical implications for educators,
curriculum designers, and policymakers seeking to enhance the effectiveness and equity of assessment
in PBL contexts.
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