Abstract:

The aim of the survey was to:
• find out students’ opinions on the evaluation and classification of project-based learning;
• find out teachers’ opinions on the evaluation and classification of project-based learning;
• provide teachers new ideas and possibilities to improve the evaluation and classification of project-based learning.
The survey has been realised at two secondary vocational schools in Brezno (Slovakia). 150 respondents (21 boys, 95 girls, 9 men and 25 women) have participated in the survey. The questionnaire for students involved 11 closed questions, 2 semi-open and 2 open questions. The questionnaire for teachers involved 5 closed questions, 3 semi-open and 2 open questions. We assumed that:
• more than 50 % of students demand mark classification;
• more than 70 % of students are not able to answer the question whether they can use their knowledge and skills gained during project-based learning in practice;
• most of teachers use mark classification in project-based learning.
The first and the third assumptions have been confirmed (students and teachers prefer mark classification, the majority of students expect mark classification). However, the second assumption has not been confirmed (students have possibilities to verify their theoretical knowledge in practice). The detailed results of the survey are interpreted in the article. According to the results we can propose the following conclusions:
• to apply self-evaluation in the process of evaluation and classification;
• to monitor students’ performance;
• to present students’ projects.
This topic has been solved within KEGA Project 031-035 STU-4/2010: “Models of project-based learning at secondary vocational schools.”

Keywords:

Project-based learning, short-term and long-term projects, classification and evaluation of students’ performance.