higher-order-thinking
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- PaperarXiv — AI in Education (cs.CY)13 Jul 2026
LLM-Generated Design Problems for Assessing Higher-Order Thinking in Project-Based Learning
Ahmad D. Suleiman, Daqing Hou, Maliha Noushin Raida
Design problems (DPs)—scenario-based prompts requiring application of project concepts in new contexts—offer a way to assess higher-order thinking in project-based learning. Surveys of 31 instructors and evaluation of 80 LLM-generated DPs showed that instructors value DPs but find creation time-consuming, while LLMs can generate high-quality prompts with strong expert agreement. Student performance on DPs correlated weakly with traditional grades, indicating DPs capture distinct aspects of higher-order thinking and can complement conventional assessments.
Original abstract
Project-based learning (PjBL) is common in computing education, but traditional assessments of PjBL often fail to capture higher-order thinking (HOT), especially in transfer contexts. This study introduces "design problems" (DPs): concise, scenario-based prompts that require applying project concepts in new situations, to address this gap. We examined instructor perceptions, the ability of large language models (LLMs) to generate DPs, and student experiences. Surveys of 31 instructors, evaluation of 80 LLM-generated DPs, and student performance data showed that while instructors value DPs, creation effort is a barrier. LLMs helped by producing high-quality prompts with strong expert agreement. Students rated DPs from different LLMs similarly, and their performance on DP tasks showed negligible correlation with traditional project grades, suggesting DPs may capture distinct aspects of HOT. Keystroke data also suggested deeper cognitive engagement of students through planning and revision behaviors. Overall, DPs appear to be a useful complement to traditional assessments, especially in situations where AI use or collaboration may undermine individual learning.
- PaperAssessment & Evaluation in Higher Education15 Jun 2026
Project-based assessment: a scoping review of concepts, implementations, and future directions
Meichun Huang, Lin Xiaohong, Baichang Zhong
This scoping review synthesizes 75 articles on Project-Based Assessment (PBA), revealing it as a constructivist, learning-centered assessment paradigm that integrates multidimensional functions. Implementation is common in higher education and applied disciplines, targeting higher-order thinking, but faces challenges like heavy burdens and reliability concerns. Future directions include reconstructing evidence frameworks and redefining teacher roles.
Original abstract
Project-Based Assessment (PBA) is an integrated assessment paradigm widely applied in STEM and other interdisciplinary fields. It holds significant potential for fostering students’ higher-order thinking skills and enhancing their comprehensive abilities. However, research in this field remains fragmented and lacks a systematic synthesis. This study addresses this gap by conducting a scoping review of 75 articles aiming to elucidate core concepts, diagnose implementation practices, and provide strategic guidance for future development. The synthesis revealed that PBA is a comprehensive assessment paradigm grounded in constructivism, which integrates multidimensional assessment functions based on authentic problems and process-oriented assessment. Essentially, PBA is positioned as a learning-centered assessment. The findings indicated that PBA is predominantly implemented in higher education and applied disciplines, primarily targeting higher-order cognitive objectives through mixed-method assessment tools. While PBA demonstrates a positive trend in fostering learner engagement, its effectiveness is often hindered by heavy implementation burdens and concerns regarding assessment reliability. Furthermore, several critical deficiencies were identified, including a teacher-centric power structure, the absence of initial assessment phases, and insufficient iterative improvement. Consequently, to enable the effective implementation of PBA, future efforts should focus on reconstructing evidence frameworks, redefining teacher roles, and refining practice models.