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Alternative Assessment in Problem-Based Learning: Strengths, Shortcomings and Sustainability

Muthu Kumar*, Uma Natarajan**

*Educational Specialist,Duke-NUS Graduate Medical School,Singapore.

**Research Associate ,Center for Research in Pedagogy and practice,National Institute of Education,NTU,Singapore.

Periodicity:May - July'2007
DOI : https://doi.org/10.26634/jpsy.1.1.456

Abstract

Problem-based learning (PBL) is a pedagogical method that challenges students to think intuitively, learn co-operatively in groups to seek solutions to real world problems. These problems are used as the building blocks to engage students' curiosity and initiate independent learning of subject matter. Authentic, alternative assessment plays a key role in the effective implementation of a PBL unit. The discussions in this paper are drawn upon the learning experiences of students enrolled in a tertiary institution that has developed its curricular design based upon a rigorous PBL model. Based upon student feedback, some crucial issues focusing on the inherent strengths and pitfalls of authentic assessment techniques in the context of a PBL environment are explored. Students’ comments on possible improvements to the assessment system are also analysed in this paper.

Keywords

PBL, Assessment, Interaction.

How to Cite this Article?

Muthu Kumar and Uma Natarajan (2007). Alternative Assessment in Problem-Based Learning: Strengths, Shortcomings and Sustainability. i-manager’s Journal on Educational Psychology, 1(1), 28-35. https://doi.org/10.26634/jpsy.1.1.456

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