Assessment

Problem-based learning

There are many different ways of implementing problem-based learning (PBL) but what is common is the notion that 'problems' are at the core of the course and drive student learning. These problems serve as a stimulus for learning and also a lens for organising the curriculum.

Barrows (1986) describes PBL as 'learning by doing' where all learning activities are related to the skills and knowledge that need to be acquired, and applied in a context as close to students' careers as possible.

For this reason, PBL is said to be student-focused as the approach is associated with students taking ownership of learning facilitated by the lecturer or tutor at the side. It is an approach where students acquire an integrated body of knowledge that can be retrieved, applied and transformed when needed, whilst also enabling them to develop required skills such as team-building and the capacity for self-directed learning.

The following principles will assist you to design a problem-based learning course:

It should be authentic and set in a context that is as close as possible to where students will be working in the future
It should assess students explicitly on their performance (skills) as well as what they should know (technical/disciplinary knowledge)
It should be supported by clear and precise marking criteria that focus on process as well as product
Assign a variety of assessors, such as students, lecturers and external, professional and industry experts
It should provide students with opportunities for reflection and self-assessment

Exemplars

Problem-based learning with a self-assessment component

Resources

Barrows, H.S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, (6), 481-486.

'Guidelines for problem-based learning.' ACS Distance Education http://www.acs.edu.au/enrolment/problem-based-learning/guidelines.aspx

Macdonald, R., & Savin-Baden, M. (2004). A briefing on assessment in problem-based learning. In LTSN Generic Centre Assessment Series No. 13. York Science Park: Learning and Teaching Support Network (LTSN).

Wee, L.K.N., & Kek, M.A.Y.C. (2002). Authentic Problem-based Learning. Singapore: Prentice-Hall.