This paper discusses two pitfalls in designing project work. The first is a tendency to design projects with little emphasis on how the subject matter might connect to future studies. The second involves processes and goals of project work: all too often the processes proposed for project work serve goals that are nonexistent, weak, or unrelated…

Reviews the decades-old debate about the efficacy of student projects and learner controlled instruction and the role they play in authentic assessment. Argues that the shift to a postindustrial economy has given these methods renewed creditably and relevance. Discusses the impact that technological advancements have made. (MJP)