THE ROLE OF TEACHER ASSESSMENT, GUIDANCE, AND FEEDBACK IN PROJECT-BASED LEARNING (PBL)

Abstract

Project-Based Learning (PBL) has emerged as a powerful instructional approach that promotes deep learning through real-world problem solving and student-centered inquiry. In PBL, the role of the teacher shifts from traditional instructor to facilitator, assessor, and mentor. This paper explores how teacher assessment, guidance, and feedback contribute to student engagement, skill development, and academic achievement in PBL. Through a review of current research, the paper demonstrates that effective assessment strategies and timely, constructive feedback play a critical role in enhancing student performance and fostering self-regulated learners. The findings emphasize the need for teachers to be skilled in formative assessment, continuous guidance, and reflective feedback to maximize the benefits of PBL