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 work, follow these steps:
Facilitate the process and the love of learning.
Teach the students how to work collaboratively.
Designate fluid roles for group members.
Have students choose their primary roles, but assume responsibility and interactivity for all group roles.
Remind them that every part of the process belongs to each individual and needs each student's total involvement.
Provide resources and guidance.
Assess the process by creating team and project rubrics.
"As the number of ideas to consider or the number of procedures that need to be followed increases, students may need to stay organized, track their progress, and maintain a focus on the problem rather than get confused by its elements." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine
Team rubrics state the expectations of each team member: Watch the group dynamics. How well are the members participating? How engaged are they in the process? Assess the outcome.
Project rubrics, on the other hand, ask these questions: What is required for project completion? What is the final product: A document? A multimedia presentation? A poster? A combination of products? What does a good report, multimedia presentation, poster, or other product look like? Make the requirements clear to the students so they can all meet with success.
Assess the Outcome
Assessment meets many needs. It
provides diagnostic feedback.
helps educators set standards.
allows one to evaluate progress and relate that progress to others.
gives students feedback on how well they understand the information and on what they need to improve.
helps the teacher design instruction to teach more effectively.
"Project-based learning is focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts (e.g., a model, a report, a videotape, or a computer program)." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine
Whenever possible, give the students the opportunity to conduct self-assessment. When a student's assessment and the teacher's assessment don't agree, schedule a student-teacher conference to let the student explain in more detail his or her understanding of the content and justify the outcome.
Evaluate the Experience
Little time for reflection is available in the busy schedule of the school day, yet reflection is a key component of learning. How do we expect our students to synthesize new knowledge if they are not given time to reflect on what they have discovered? Too often, we teachers do not allow ourselves that time, either. Designate a time for reflection of the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion. (For example, validate what students have learned and make suggestions for improvements.)
To enable effective self-evaluation, follow these steps:
Take time to reflect, individually and as a group.
Share feelings and experiences.
Discuss what worked well.
Discuss what needs change.
Share ideas that will lead to new questions and new projects.
Assessment of PBL
Assessment of PBL can be difficult and challenging compared to the assessment of traditional learning. Students in PBL are assessed by various means such as “traditional paper-and-pen tests to new modes of assessment: case-based assessment, self and peer assessment, performance-based assessment and portfolio assessment” (Berge, Moltemans, Spooran, Petergem, Gijbels, Vanthournout, 2006: 347). However, there are some arguments that standardized tests are inappropriate to evaluate students’ learning outcomes in PBL (Grant, 2002; Markham, et al., 2003; Slater, Beckett, Aufdehaar, 2006).
In disciplines rather than language teaching, various assessment practices can be integrated. For example, homework assignments, laboratory exercises, final project papers and presentations can be employed to measure learning outcomes, while implementation evaluation, informal evaluation and project papers are used to assess scientific process learning outcomes. In addition, assessing the overall outcomes of students can be done through a peer review form, a faculty review panel, a final research presentation and a final paper (Baker, 2006).
In language teaching, students in PBL use real communication, authentic language and learning experiences to achieve their learning goals. Therefore, performance assessments are crucial in PBL as they allow a variety of assessments to evaluate students’ process of learning and tasks (Arlington Education and Employment Program, 1997; Sidman-Taveau and Milner-Bolotin, 2001). According to Hutchinson (1996), the accuracy of grammatical and linguistic structures of target language should not be the only focus of PBL assessment. The principal way for assessing project work is evaluating what students learn, the processes and efforts that lead to the final production and what the learning outcomes are (Blunmenfeld, et al., 1991). Therefore, multiple types of formative and summative assessment should be integrated as a part of an effective assessment program (Sidman-Taveau and Milner-Bolotin, 2001; Slater, et al., 2006)
Assessment of problem-based learning: 
1. Written examinations2. Practical examinations3. Concept maps4. Peer assessment5. Self assessment6. Facilitators/tutor assessment7. Oral presentations8. Reports9. Student Portfolios 
Written examinations
Traditional written examinations can be conducted either as closed-book or open-book examinations. Questions should be designed to ensure transference of skills to similar problems or subject domains.
Practical Examinations
These examinations are used to ensure that students are able to apply skills learned during the course.
Concept maps
Much of learning that goes on during problem-based learning is more than just a compilation of facts. As such, written examinations may not be an adequate measure of student growth. Requiring students to generate concept maps, in which they depict their knowledge through the creation of identified node and links, may present another option to determining their cognitive growth.
Peer assessment
Because life outside the classroom usually requires working with others, peer assessment is a viable option to measure student growth. Providing students with an evaluation rubric often helps guide the peer evaluation process. This process also emphasizes the cooperative nature of the PBL environment.
Self assessment
An important element of problem-based learning is to help students identify gaps in their knowledge base in order for more meaningful learning to result. Self assessment allows students to think more carefully about what they know, what they do not know, and what they need to know to accomplish certain tasks.
Facilitators/tutor assessment
The feedback provided by tutors should encourage the students to explore different ideas. It is important that facilitators not dominate the group, facilitate learning and exploration. Tutor assessment may consist of how successful individuals interacted with their group and their cognitive growth.
Oral presentations
Because so much of work life revolves around presenting ideas and results to peers, oral presentations in problem-based learning provide students an opportunity to practice their communication skills. Presenting findings to their group, the class, or even a real-life audience can help strengthen these skills.
ReportsWritten communication is another skill important for students. Requiring written reports allows students to practice this form of communication. 
Student Portfolios
Samples of student work in various media forms provide a tool to show achievement and growth. This is a valuable way to collect and showcase authentic evidence of learning.
Rubrics
The most common assessment and evaluation tools used for collaborative learning are web-based rubrics. Most generate printable versions of the rubric. Some have a rubric calculator, allowing the teacher  to select appropriate performance indicators and have a grade generated. Developing meaningful rubrics can be a challenge. Involving students in the development of rubrics helps them with their thinking, creates buy-in on their part, and clarifies expectations all around. 
A rubric simply lists a set of criteria which define and describe the important components of the work being planned or evaluated. A given criterion is then stated in several different levels of completion or competence, with a weighted score assigned to each level (0 being the lowest level) (see the list below for examples of rubrics).
A rubric should give clear guidelines to a reviewer on how to evaluate or "grade" a project presentation. Since the criteria for assessment are clearly defined in gradations from poor to excellent, different reviewers can arrive at similar conclusions when comparing a given presentation to each of the graduated criteria on a rubric.
As a guide for planning, a rubric gives students clear targets of proficiency to aim for. With a rubric in hand, they know what constitutes a "good" project presentation.
As a gauge for measuring progress while the project is under way, a rubric can be a handy tool to help keep students on target: they can compare their progress with where they want to be on the rubric's proficiency scale, and refer to it in order to remind themselves of their goal.
Finally, as an assessment tool, teachers can use it to assess projects, student groups, or indi