Framing responsive and responsible learning in project-based assessment: a study on the Malaysian general studies subject

This chapter aims to reimagine learning and teaching general studies by embedding responsive and responsible learning elements in the project-based assessment. The author unfolds the educator's reflective experiences in carrying out the assessment and the student's experiences in completing the project. Data are collected through the educators' reflective journals and students' evaluations, including students' evaluation reports and qualitative feedback. The findings include a discussion on strategies and challenges in curating responsive and responsible learning in a project-based assessment, and how the project-based assessment creates an affective and effective learning environment. This study aspires to serve as evidence-based practice and reflections to develop responsive and responsible learning in the project-based assessment.