Individual Evaluation And Teacher Posture Determination In Project-Based Learning

This paper investigates the work carried out on project-based pedagogy from various experiences, at the Grenoble Alpes University. It led to the definition of a corpus of elements to characterize this pedagogy and to highlight two major difficulties in project-based learning for teachers, namely individual assessment of the students within project teams and the teacher's posture. This article presents our qualitative approach to the analysis of current practices of the pedagogical community at the University of Grenoble. The first step is to collect and synthesize feedback to define the common elements of the context in which project-based learning takes place. The article details the definition of a contextualisable analytical grid for project practices (posture and evaluation) and how this grid is currently being tested in the four engineering degree teaching contexts. It also describes current assessment methods and tools to identify their possible correlations and suggest improvements.