Welsh Assessment and Feedback Practitioners Event

Tuesday 5 May 2009

Assessment of Problem Based Learning in Initial Teacher Education and Training

Russell Griggg.r.grigg@trinity-cm.ac.uk

Objectives

To briefly review the nature of PBL To share our experiences of assessing students

It’s better to know some of the questions than all of the answers

James Thurber

PBL background/characteristics

various definitions origins in medicine self-directed learning and critical thinking students as active participants meet in small groups tutor as facilitator use of challenging problems/scenarios

What do employers want?

Employees who are flexible, team-playing, proactive ‘soft skills’ –

oral presentations, perseverance knowing how to work with others in a team knowing how to evaluate information critically taking responsibility for, and being able to manage, one’s

own learning and developing the habits of effective learning

knowing how to work independently without close supervision

being confident and able to investigate problems and find solutions

being resilient in the face of difficulties

DfES (2006), 2020 Vision Report of the Teaching and Learning in 2020 Review Group, A Vision for Teaching and Learning in 2020, p.10

Context at TUCC

Adopted 6 years ago Ties in well with our personal development

planning (evidence gathering for QTS) Mainly operates within Professional Teaching

Studies modules (years 1 to 3, of BA Ed course)

Ongoing feedback to trainees during group meetings

Assessment formats vary: mainly portfolios, presentations, reflective journals

Example of Year 3 module follows:

PBL module example: Professional collaborations and management of transitions (Year 3)

Context-setting lead lecture at start of module Each week comprises an overview lecture

followed small group PBL meetings Groups can invite facilitator to these meetings Aspects of the scenario are discussed along

with assessment criteria Records of meetings must be kept and are

monitored End-of-module assessment includes group

presentation and submission of individual portfolio of evidence

Trainees expected to ‘internalise’ assessment criteria

• Record of meeting

These are submitted aspart of evidence basefor assessment

The scenario (based on a collectionof real-life parental concerns)

First lecture in module – assessment criteria, learning outcomes, PBL scenario,module overview

Example of comments from a group session on the letter

Principles and issues of assessment in PBL

Clear about what is being assessed Criteria Practice context Resources to enable evidence to be collated Assessment process Training on assessment for students

Macdonald, R. & Savin-Baden, M. (2004), A Briefing on Assessment in Problem-based learning, LTSN

Part B

Example of trainees discussing assessment criteria in PBL

PBL_Bella2_assess criteria.wmv

Assessment for learning

Self assessment

Main issues for our schoolover the years

Mindsets of students (Aldred et al, 1997)

Culture/traditions of the university Monitoring of meetings Contributions of ‘social loafers’ or

passengers Consistency, training, commitment of

staff

Future assessment issues (09/10)

Develop self and peer assessment Encourage greater self-monitoring Firm up assessment links from one

module to another (transferable learning)

Consider students negotiating assessment criteria