Applying a Level Assessment System in Group Project-Based Learning for Teachers of Engineering Disciplines

The success of applying the methods of group project learning in engineering teacher training largely depends on the trainer’s ability to use various assessment strategies and tools. In accordance with this, the aim of the work is to develop and approbate the model of level assessment of group project work. The presented results were obtained on the basis of the analysis of the results of project work of the trainees of the module “Problem-based, project-based and practice-based learning” developed within the international project ENTER “Engineering Educotors Pedagogical Training”, co-financed by the Erasmus + program of the European Union. The group project work of the students was assessed using a model that included motivational, operational, reflexive and creative levels. The correlation analysis of the results of the level assessment showed that the initiative of the project team members depends on communication and planning of the project work, and the effectiveness of project implementation can be improved by increasing such indicators as consistency, relevance, responsibility, resource analysis. Based on the analysis of the results of level assessment and evaluation of teachers’ readiness to apply methods of problem-based, project-based and practice-based learning it is shown that the project self-assessment is influenced by the experience of teaching activity, motivation of trainees to transform their own educational courses, high competition between project groups, positive bias towards themselves and negative bias towards others, methodological inertia.