What should I assess during and after the learning?

[Sarah B. Jones]

I think assessment needs to start before the learning.
I would first assess students prior knowledge. This does not need to be a formal assessment; it can be set up in an activity or whole class discussion, etc.
Before learning, I would give a self-evaluation that allows students to focus on and think about the learning dispositions I expect them to develop throughout the project.

During the learning I will assess many things. I would set up student journals for students to record their progress about the project as well as reflect on their own learning and understanding about the entire process (not exclusive to subject knowledge). I might have a few quizzes throughout the project to make sure students are on the right track and to make sure I am directing them down the intended path. I will also assess time management, collaboration, contribution, etc. most likely through my own informal observations and group evaluations. This data will help me intervene with groups who need guidance to better set up a collaborative structure. Progress will also be monitored through milestones establish in calendar.
After the learning, I would assess the student project. The project will demonstrate student student knowledge of topic, technology use, and group collaboration.

[Brian Holte]

Here are some variations on K-W-L that seem applicable (from the book A Handbook of Content Literacy Strategie)s:

a. KWHL = KW HOW am I going to learn? or HOW will I express what I learned?
b. KWLL = KWL What do I still need to LEARN?
c. KWLS = KWL What do I STILL want to know?
d. KWLWW = KWL WHAT do I want to know now? and WHERE might I find it?
e. KWLU = KWL How can I USE (apply) this info?

[Jane Krauss]

Re: A-- I was thinking last night, let's return to the Stamps KWL chart and change the L to mean 'how I'm going to learn'-- that includes w/ whom, what work products will result, etc. AND HERE YOU HAVE IT! I Love C-- It shows we are in a never-ending spiral of learning opportunity and that the brainwork doesn't have to stop as you exit the classroom door. Thanks BRIAN

[Jane Krauss]

Sarah thanks for taking initiative and getting a discussion going on this topic! TERRIFIC.This will serve you well as a start to your Assessment Plan

[Susan]

Like Sarah, my assessments are usually at the beginning of my lesson plans. I begin by determining what I want my students to take away from the lesson. After I know what I want them to learn I begin to find out what they already know (KWL). I have a starting point (pre-test). From that point, I focus on ways to help them in their understanding, wherever that may go. This can be a nightmare to keep track of but I use informal observations, journals, checklists and student evaluations to help determine what my students are learning.
I do assess along the way but because we have sooooo many state and district tests, I try to avoid paper/pencil tests to assess. For me, the final product is the assessment.