Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 6 2024 04 01 Identifying Performance Indicators for Meaningful Assessment in Project-Based Learning Identifying Performance Indicators for Meaningful Assessment in Project-Based Learning 1 9 EN Journal Article 2024 02 10 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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