Assessment in PBL

Assessment in PBL

Xóchitl Adriana Hernández Martínez

Assessment plays a large role in PBL, being present in various stages problem assessment, hypothesis assessment and finally formative assessment through feedback.

There exist some challenges with regard to assessment in PBL

The PBL process allows various options for assessment from which tutors can choose based on their observations of students’ performances during class.

The knowledge language learners gain through PBL can be assessed through language production.

We must bear in mind...Problem-based courses require problem-based assessment.

Muchas Gracias

Referencias

Abdullah, M. H. (1998). Problem-based learning in language instruction: A constructivist model. Eric Digest. Ansarian, L., Adlipour, A. A., Saber, M. A., & Shafiei, E. (2016). The impact of problem-based learning on Iranian EFL learners’ speaking proficiency. Advances in Language and Literary Studies. Hillen, H., Scherpbier, A., & Wijnen, W. (2010). Lessons from problem-based learning. Oxford. Jonassen, D. H. (2000). Toward a design theory of problem solving. ETR&D. Larsson, J. (2001). Problem-based learning: A possible approach to language education? Polonia Institute, Jagiellonian University. O’Grady, G., Yew, E. H. J., Goh, K. P. L., & Schmidt, H. G. (2012). One-day, one-problem : an approach to problem-based learning. Springer. Rogers, T. (2014). Overcoming implementation challenges with problem and project-based learning in advance technological education programs within community colleges. North Eastern University.

Given PBL’s metacognitive aspect, students are also expected to be their own assessor by reflecting on their performance and assessing their own progress.

Problem-based assessment (at the end of PBL courses) should

• Match the objectives of the course.
• Be replicable and comprehensive.
• Be varied in nature and equitable.
• Be timely, efficient, and accurate.

It is not easy to achieve all of them. Especially for novice teachers.

For example, if letter writing had previously been the solution to a real-life problem presented during the learning process, the learners may be tested on their ability to write a letter. The same is applicable to other linguistic skills and sub-skills.