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Welsh Assessment and Feedback Practitioners Event
Tuesday 5 May 2009
Assessment of Problem Based Learning in Initial Teacher Education and Training
Russell [email protected]
Objectives
To briefly review the nature of PBL To share our experiences of assessing students
It’s better to know some of the questions than all of the answers
James Thurber
PBL background/characteristics
various definitions origins in medicine self-directed learning and critical thinking students as active participants meet in small groups tutor as facilitator use of challenging problems/scenarios
What do employers want?
Employees who are flexible, team-playing, proactive ‘soft skills’ –
oral presentations, perseverance knowing how to work with others in a team knowing how to evaluate information critically taking responsibility for, and being able to manage, one’s
own learning and developing the habits of effective learning
knowing how to work independently without close supervision
being confident and able to investigate problems and find solutions
being resilient in the face of difficulties
DfES (2006), 2020 Vision Report of the Teaching and Learning in 2020 Review Group, A Vision for Teaching and Learning in 2020, p.10
Context at TUCC
Adopted 6 years ago Ties in well with our personal development
planning (evidence gathering for QTS) Mainly operates within Professional Teaching
Studies modules (years 1 to 3, of BA Ed course)
Ongoing feedback to trainees during group meetings
Assessment formats vary: mainly portfolios, presentations, reflective journals
Example of Year 3 module follows:
PBL module example: Professional collaborations and management of transitions (Year 3)
Context-setting lead lecture at start of module Each week comprises an overview lecture
followed small group PBL meetings Groups can invite facilitator to these meetings Aspects of the scenario are discussed along
with assessment criteria Records of meetings must be kept and are
monitored End-of-module assessment includes group
presentation and submission of individual portfolio of evidence
Trainees expected to ‘internalise’ assessment criteria
• Record of meeting
These are submitted aspart of evidence basefor assessment
The scenario (based on a collectionof real-life parental concerns)
First lecture in module – assessment criteria, learning outcomes, PBL scenario,module overview
Example of comments from a group session on the letter
Principles and issues of assessment in PBL
Clear about what is being assessed Criteria Practice context Resources to enable evidence to be collated Assessment process Training on assessment for students
Macdonald, R. & Savin-Baden, M. (2004), A Briefing on Assessment in Problem-based learning, LTSN
Part B
Example of trainees discussing assessment criteria in PBL
PBL_Bella2_assess criteria.wmv
Assessment for learning
Self assessment
Main issues for our schoolover the years
Mindsets of students (Aldred et al, 1997)
Culture/traditions of the university Monitoring of meetings Contributions of ‘social loafers’ or
passengers Consistency, training, commitment of
staff
Future assessment issues (09/10)
Develop self and peer assessment Encourage greater self-monitoring Firm up assessment links from one
module to another (transferable learning)
Consider students negotiating assessment criteria