Evaluating Project-Based Learning and Assessment Strategies in the English Language Teacher Training: A Case Study in the degree in Primary Education

Abstract

Project-Based Learning (PBL) is increasingly recognized as an effective instructional method across various educational levels, including higher education. Characterized by active, student-centered instruction, PBL fosters autonomy, collaboration, and solidarity among students. In the English language classroom, this methodology enhances communication and research skills, which are transferable to non-academic environments. Despite the incorporation of skills and competences as learning outcomes in academic syllabi, evaluation techniques have not always been updated to effectively assess the acquisition of these competences. This study explores the development and validation of a comprehensive assessment framework for PBL in English language teacher training, conducted within the course "Lengua Extranjera: Inglés. Destrezas Comunicativas B2" at the University of Oviedo. The instructional design included five micro-projects, an online class exposition, and a final project, integrating cross-curricular content such as gender, diversity, and social justice. Using a mixed-method approach, data were collected from 43 students through questionnaires, focus groups, and semi-structured interviews. Findings indicate that PBL enhances language skills, fosters teamwork, and promotes critical thinking and creativity, despite its time-consuming nature and coordination challenges. The study concludes that the proposed assessment framework effectively addresses both linguistic and cross-curricular competencies, offering valuable insights for educators. This research contributes to the growing body of literature on PBL assessment and provides practical guidelines for implementing holistic evaluation strategies in language teaching contexts.