Dear Ranjit
I don't believe that there are particular assessment methods for PBL
classes; it all depends on the learning objectives. In medicine, these are
often similar to traditional ones (after all, the students still have to
become doctors), but there is often a special assessment of diagnostic
skills. Quite generally, it is this additional assessment of skills which
is important in PBL, but the skills depend on the discipline presented; eg
in engineering it is problem solving skills, criticality and creativity. In
all PBL courses there are group skill objectives.
Skills are difficult to assess, since they are exhibited through processes
rather than products. Many PBL courses use portfolio assessment for them,
including peer and self-assessment.
There is also the issue of assessment being embedded in local cultures. I
therefore suggest that your best source for help is in the other
institutions which use PBL. I know that both Tamassat Polytechnic and the
university of Singapore use PBL.
As regards books, there are lots and I particularly recommend Maggi
Savin-Baden's book in the Open University/SRHE series. Incidentally, I
think that she has Singapore experience.
I hope this helps. I would be interested to hear how you get on.
Best wishes
Lewis
At 07:39 11/07/02 , you wrote:
>Hi
>
>A request for help!
>
>We have just started a new polytechnic in Singaapore and are deveoping
>curriculum. It has been decided to use the PBL approach througout the
>campus for all the courses. I'm interested in finding out what
>strategies/ways you have found to deal with assessment in PBL classes with
>25+ students? Or maybe if you know of articles or resources that deal with
>this for PBL, you could point me to them.
>
>Thanks for any help or pointers you can give.
>
>-Ranjit
**********************************
Lewis Elton
Professor of Higher Education
University College London
c/o UCL Ventures, Brook House, 2 - 18 Torrington Place
London WC1E 6BT
Tel 020 7679 6870
Fax 020 7679 0681
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