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Overview The assessment used in PBL courses relates directly back to the nature of the tasks undertaken and encompasses processes as well as content. The assessment also seeks to examine the level of integration of interdisciplinary knowledge, skills and behaviors. As assessment will drive the learning of most students it is important to make sure that it is appropriate to the course design and is not based on a traditional model that is juxtaposed over the PBL courseware. The desired learning outcomes will not be realised if the assessment doesn't fit the PBL courseware. |
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Assessment Links:
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Assessment design The types of assessment that will test these areas include:
PBL involves a great deal of team/group work and a large amount of the assessment should revolve around this type of activity. Group presentations can provide a substantial contribution towards students final mark and can be mitigated by the final formative peer review each student receives. Reflective journals and essays, as well as self assessment, are powerful tools that encourage students to think about the processes and just what they have learnt. Your assessment should always relate back to the types of activities undertaken in a PBL environment. Essays and examinations that relate only to the content and contain no context should be avoided at all costs. |
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