Webinar Festival as an Innovation in Collaborative Assessment for ProjectBased Learning
DOI:
https://doi.org/10.47239/4pfv3239Keywords:
collaborative assessment, project-based learning, vocational education, webinar, summative assessmentAbstract
The expansion of digital communication and the experience of pandemic-era online learning have created opportunities to redesign assessment in vocational education. This conceptual-practice article describes a webinar festival as an innovative collaborative summative-assessment technique for Project-Based Learning (PjBL) in vocational high schools and identifies its implementation challenges. The model integrates assessment by productive and general subjects—including language, civics, informatics, mathematics, entrepreneurship, and integrated science—around a shared student project. Students present project products through a webinar series, while teachers and invited experts provide feedback using agreed criteria. The design aligns assessment with authentic project performance, communication, collaboration, technological literacy, and public presentation. Its principal challenges concern learner autonomy, digital competence, coordination among teachers, preparation of presenters and moderators, stable internet access, and data availability. The webinar-festival model therefore offers a practical framework for reducing fragmented subject-based tasks while making project outcomes visible to a wider audience. Further empirical research should test common rubrics, inter-rater reliability, student workload, learning outcomes, and equity of digital access.
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