Assessment methods in Problem Based and Project Based Learning · Problem Based and Project Based...
Transcript of Assessment methods in Problem Based and Project Based Learning · Problem Based and Project Based...
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
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Assessment methods in
Problem Based and Project
Based Learning
Anette Kolmos, PhD,
Professor and Chairholder,
UNESCO Chair in Problem Based Learning
Track 1: Advancing Global Engineering Education Research , session 3
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Active learning
Enquiry based learning
Service learning
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
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1. PBL Global Network www.ucpbl.net
2. Research
3. Master Program on Problem Based
Learning in Engineering and Science
http://www.mpbl.aau.dk
4. Consultancy
UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
PBL research• PBL-learning system:
– Definition of PBL, PBL models and theoretical understanding
– New teacher roles,
– Students’ learning process
– Assessment systems, etc.
• Skills development and knowledge
• Identity development
• Change processes– Management
– Organizational change
– Faculty development
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
PBL and assessment
• Assessment has an impact on the learning
process (Gibbs)
• Peer assessment has an impact on
motivation (Siegers)
• Individual assessment does not test
complex and collaborative knowledge (
Kolmos and Holgaard)
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Alingment
Goa
ls
Contents
Teaching and
learning methods
Ass
essm
ent
Teach
ers
Students
Physical space
and resources
Organisation and
culture
Values and
conceptual
change
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Complex collaborative knowledge
• Complex knowledge is both the content knowledge (Formal Bildung), methodological knowledge (Materiale Bildung), but also interdisciplinary skills in order to contextualised technical problems (Kategoriale Bildung).
• This complex, interdisciplinary and contextual approach calls for process knowledge to collaborate and manage complex projects.
• Innovation is based on collaborative knowledge and interdisciplinary knowledge (Sawyer, 2007)
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Supervisors
examinors
Team to beassessed
(Aud
ience)
OH screen
Black
board
Team based examination
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Main course of the assessment seminar
Presentation of project (students)
Comments to presentation (examiners)
Votation (examiners)
Giving marks and final comments
Detailed questions to
Team/individual team members
break
break
Team based examination
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Individual exam
– Individual examination and subsequent
grading, based on selected areas within
the documentation.
– A group presentation is part of the
documentation, but can not be taken into
consideration in the individual
assessment.
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Methods
• Empirically drawing on a survey including answers from more than 1151 students and examiners, summer 2006:– 794 students of which 14% were international
students and 15% was assessed individually
– 202 internal examiners
– 131 external examiners
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Preference towards assessment system
If you could choose which asessesment system
would you then prefer?
0% 20% 40% 60% 80% 100%
International
students (n=85)
Danish students
(n=427)
Faculty examiners
(N=162)
External examiners
(n=131)
Prefer individual exam Prefer group based exam Do not know
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Skills
To what extent do you feel that the following skills were
evaluated at the exam? The students’ ability to a high or some
degree:
0% 20% 40% 60% 80% 100%
Quickly answer
the asked
questions?
Remember
concepts and
definitions?
Relate different
concepts to each
other?
Students: group
exam (N=455)
Staff: group exam
(N=159)
External examiners:
group exam (N=130)
Students: individual
exam (58)
Staff: individual exam
(N=58)
External examiners:
individual exam
(N=42)
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Skills
To what extent do you feel that the following skills were
evaluated at the exam? The students’ ability to a high or
some degree:
0% 20% 40% 60% 80% 100%
Argue for
methodological
choices?
Assume a
theoretical
overview?
Apply analytical
skills?
Students: group
exam (N=455)
Staff: group exam
(N=159)
External examiners:
group exam (N=130)
Students: individual
exam (58)
Staff: individual
exam (N=58)
External examiners:
individual exam
(N=42)
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Skills
To what extent do you feel that the following skills were evaluated
at the exam? The students’ ability to a high or some degree:
0% 20% 40% 60% 80% 100%
Argue for and
against a solution
to a problem?
Transfer knowledge
gained in projects
to other situations?
Communicate
knowledge through
a presentation?
Students: group exam
(N=455)
Staff: group exam
(N=159)
External examiners:
group exam (N=130)
Students: individual
exam (58)
Staff: individual exam
(N=58)
External examiners:
individual exam (N=42)
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Skills
To what extent do you feel that the following skills were evaluated
at the exam? The students’ ability to a high or some degree:
0% 20% 40% 60% 80% 100%
Enter into
dialogue and
cooperation?
Complement and
expand on others
answers?
Participate in a
teamwork?
Students: group exam
(N=455)
Staff: group exam
(N=159)
External examiners:
group exam (N=130)
Students: individual
exam (58)
Staff: individual exam
(N=58)
External examiners:
individual exam
(N=42)
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Deep understanding
How do you experience the possibilities of probing the students’
deeper academic understanding at an individual exam compared to
a group-based exam?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Faculty (N=70)
External examiners
(N=48)
Significant better Better The same Less Signiticant less Do not know
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Feed back
Students: To what extent do you feel that project exam has offered
satisfactory feedback on the group's work?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Group exam (N=469)
Individual exam (N=60)
Very much so To someextent To a low extent No, not at all Do not know
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Argumentations for team based exams
• “I dread a transition to an individual exam because I believe that this would result in a significant decline in the academic level. Besides I am of the opinion that the team based exam is the type of exam which best relate to the working environment which the students will be in later on.” (External examiner)
Picture: http://www.hcii.us/images/individual.jpg
• “I think it is important that the members of the group are tested in each others’ co-presence and in a collaborative process. It opens the possibility for partially evaluating their team play and co-operation, ability to stand out in a group, ability to follow up and to have an effect on a discourse.” (External examiner)
• “All the students are present during the assessment to be able tolearn something from the questions and comments to the other students. But it is crucial that there is an individual part where the students draw e.g. two questions which are then stated” (Faculty member).
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
Institutional membership
-Website with link to institutional
members
- run workshops and conferences
Individual membership
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
• One more from blog
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UNESCO Chair in Problem Based Learning in Engineering Education, Aalborg University
• One from mapping system
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libraryPBL library
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• Assessment of Project and Problem Based Learning.
Holgaard, J.E.; Kolmos, A.; Du, X. in: Joining Forces in
Engineering Education towards Excellence :
Proceedings SEFI and IGIP Joint Annual Conference
2007. 2007.