Assessment in problem-based learning incorporated into traditional engineering education: difficulties and evaluation

• Autores: Andreja Drobnic Vidic
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 26, no. Extra 3, 2010, págs. 554-563
• Idioma: inglés
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• Resumen

  • Assessment in problem-based learning (PBL) incorporated into traditional engineering education should lead students to fulfil the PBLaims. Using process and outcome-oriented assessment methods, we introduced an assessment scheme that addresses all eleven outcomesof EAC 3 in engineering and contains individual and group assessment. The present article aims to expose and present difficulties ofgroup assessment with ‘problem projects’ integrated in the assessment scheme. ‘Problem projects’ could provide an objective picture ofindividual student’s knowledge, skills and progress if they are used in combination with other assessment elements from the scheme. Theassessment scheme was used in an experiment, where PBL and traditional instruction were compared in an introductory statisticscourse. In the experiment, significant difference in students’ achievements across ‘problem projects’ was observed. Despite difficulties inassessment the results encouraged us to use PBL also in other subjects.