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Assessment in Problem & Project Based Learning: Sharing our Practice with One Another

May 19 @ 10:00 am - 4:00 pm

‘Problem-Based Learning (PBL) has been demonstrated to encourage greater student engagement and leads to better learning outcomes’ [2 p. 19]. However, assessment in Problem and Project-Based Learning can be challenging and sometimes results in faculty reverting to a traditional lecture-intensive delivery and end-of-semester written exam model.

In this symposium, the core principles of best-practice in Problem and Project-Based Learning Assessment will be revisited with a focus on how best to align and integrate these methods into new and existing curricula in order to promote graduate attributes.

Three case studies of innovative e/pbl assessment strategies from different disciplines, namely, Business, Biomedical Science, and Electronic Engineering, will be presented in ways that they can be adapted for other disciplines.

A selection of engaging and effective assessment methodologies often applied in Problem and Project-Based Learning will be discussed including peer-assessment, group and individual interviews, project and process reports, presentations, online assessments, education game development and reflective journals.
Small group work will facilitate participants developing their future assessment strategies in ways that take onboard selected ideas from the keynote, case studies and assessment guidelines together with strategies from other group members.

The recorded keynote, case study materials and assessment guidelines will be available on the Facilitate website. The recorded keynote can also be made available for the Forum website.

Learning Outcomes

  1. To gain an overview of best practice in Assessment in Problem & Project-Based Learning
  2. To learn from a selection of effective and innovative assessment methodologies used in Problem & Project-Based Learning across a range of disciplines
  3. To explore best-practice guidelines for the alignment and integration of assessments with learning outcomes and problems/projects in enquiry and problem-based learning curricula
  4. To share approaches to designing engaging and challenging assessments that promote graduate attributes
  5. To consider a selection of objective metrics to monitor the impact of these learning interventions

Target Audience

Anyone involved in higher education and interested in assessment in enquiry/problem/project-based learning in any discipline

Format:

Symposium including recorded video conference keynote, case studies and groupwork
Introduction and workshop overview (10 min).
Keynote (40 mins followed by 20 mins Q and A) to be delivered via video conference from Australia
Title: Using Assessment in Problem-based learning to promote graduate attributes [1]
Speaker: Dr Ingrid Scholten, School of Health Science, Flinders University, Australia
Coffee
Case studies
Three 30-min case studies on e/pbl assessments from three different disciplines, namely, Business, Biomedical Science and Electronic Engineering, to include time for Q and A with each.
Lunch
Presentation and discussion of E/PBL Assessment Guidelines (20 mins)
Groupwork discussion in small breakout groups to discuss developing assessments (40 mins)
Plenary (30 mins)
Plans for future and wrap up (20mins)
Completion of Evaluation Forms (10 mins)

Organizer

Bob Lawlor
Email:
bob.lawlor@nuim.ie