That's a neat idea, but how do you assess it?This is a dangerous, knee-jerk reaction that teachers need to resist, and here's why.
If we are to design authentic learning enviornments for students, we must resists the urge to alter our focus from the learner to the teacher too quickly. Asking how something might be properly assessed is not a bad question, but if it dominates our thinking, we may justify not providing students with projects that they would love to do and love to learn from, but hard on us to assess.
If a tree falls in the woods, it still makes a sound regardless of whether anyone is there to hear it. Similarily, if a student does a project, he will still learn regardless of whether the teacher is there to assess it.
We can not allow our misguided obsession with counting and measuring to narrow the kinds of learning opportunities we provide children, especially when it is easily arguable that the best kinds of learning are in fact immeasurable.
