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Full-Text Articles in Education
The Triple Jump In Problem-Based Learning: Unpacking Principles And Practices In Designing Assessment For Curriculum Alignment, Monaliza M. Chian, Susan M. Bridges, Edward C.M. Lo
The Triple Jump In Problem-Based Learning: Unpacking Principles And Practices In Designing Assessment For Curriculum Alignment, Monaliza M. Chian, Susan M. Bridges, Edward C.M. Lo
Interdisciplinary Journal of Problem-Based Learning
Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development; assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design process as a collaborative and …
The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
Interdisciplinary Journal of Problem-Based Learning
Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students’ understandings of the purpose and value of PBL groups for their learning. We conducted a naturalistic study with novice (first-year) students at two dental schools (Australia, Ireland), using observation and interviews analyzed thematically. Students constructed PBL learning as individual knowledge gain, and group purpose as information gathering and exchange; few students acknowledged the learning potential of group processes. Group value depended on assessment and curriculum context. Findings …