logging in or signing up Assessing Problem Based Learning Gallard Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1407 Category: Entertainment License: All Rights Reserved Like it (1) Dislike it (0) Added: January 05, 2008 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: cuteloulou (29 month(s) ago) it's a nice ppt but it need more elaboration Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Assessing Problem Based Learning: Assessing Problem Based Learning Fiona MacVane Mel Barlow Liz Whitney Division of Midwifery & Women’s HealthAssessing What/Assessing How: Assessing What/Assessing How Outcomes Process Group working skills Knowledge access IT skills Problem identification Problem solving MCQ exams Traditional short answer exams Scenario-based seen/unseen exams Posters/seminars Term paper Report Literature review DebateJust another teaching strategyor radical educational philosophy?: Just another teaching strategy or radical educational philosophy? PBL as a teaching strategy PBL as an educational philosophy PBL should be fun Effective PBL relies on excellent problem preparation and skilful facilitationDeveloping a Tool to Assess PBL: Developing a Tool to Assess PBL The Philosophy ‘…..assessment items must convince students in a PBL course that self-direction, co-operative learning, collaboration and reflection are valued.’ (Alavi and Cooke 1995, p.126)Assessing the PBL Process: Assessing the PBL Process Participation Preparation Interpersonal Skills Contribution to the Group Process Curry (2000) Encourage building on prior knowledge Demonstrate the skills developed in PBL process Promote intrinsic motivation Brown (1999)The Assessment Tool: The Assessment Tool Four key areas: Critical appraisal Self-directed learning Group Participation Humanistic Attitudes and Skills Collaborative NOT competitive Excellent / Satisfactory / UnsatifactoryInter-Professional Education Through PBL: Inter-Professional Education Through PBL WHO (1993) identified PBL as very appropriate for health professional education Supports collaborative approach Promotes team building Provides opportunities for ‘learning how to learn’ Student-directed flexible learningCreative Assessment : Creative Assessment Creative assessment begins with creative presentation of enigma/problem/trigger –use of music/art/drama Student-defined learning outcomes Use of Virtual learning Environment (VLE) Ground rules and peer pressure Assessing the ‘hidden curriculum’ Poster presentation/MCQ“How Hard is it to Keep a Hospital Clean??”: “How Hard is it to Keep a Hospital Clean??” Clarify terms Identify learning issues Analyse problem Formulate objectives Collect information Synthesis Check new knowledge KEY ISSUES Hygiene/infection control Staff roles and responsibilities Accountability Team working References: References Alavi C & Cooke M (1995) in Alavi C (ed) 1995 Problem-based learning in a health sciences curriculum. Routledge, London. Brown S (1999) in Brown & Glasner (ed) 1999 Assessment Matters in Higher Education. Open University Press, London. Curry J (2000) A Procedure to correct for intergroup variability in subjective evaluation of students in PBL groups. The Journal of Clinical Problem Based Learning Spring 2000, 4.Slide11: Duch BJ, Groh SE, Allen DE The Power of Problem Based Learning Sterling Virginia: Stylus 2001 Evensen DH & Hmelo CE (eds.) Problem-Based Learning. A research perspective on learning interactions, Mahwah NJ LEA 2000 Jackson D & Sullivan J (1999) Integrating the creative arts into a midwifery curriculum: a teaching innovation report Nurse Education Today (19) 527-532 Savin-Baden M & Howell Major C(2004) Foundations of Problem-based Learning WHO (1993) Increasing the Relevance of education for Health Professionals. Technical Report Series No. 838 Geneva, WHO You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Assessing Problem Based Learning Gallard Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1407 Category: Entertainment License: All Rights Reserved Like it (1) Dislike it (0) Added: January 05, 2008 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: cuteloulou (29 month(s) ago) it's a nice ppt but it need more elaboration Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Assessing Problem Based Learning: Assessing Problem Based Learning Fiona MacVane Mel Barlow Liz Whitney Division of Midwifery & Women’s HealthAssessing What/Assessing How: Assessing What/Assessing How Outcomes Process Group working skills Knowledge access IT skills Problem identification Problem solving MCQ exams Traditional short answer exams Scenario-based seen/unseen exams Posters/seminars Term paper Report Literature review DebateJust another teaching strategyor radical educational philosophy?: Just another teaching strategy or radical educational philosophy? PBL as a teaching strategy PBL as an educational philosophy PBL should be fun Effective PBL relies on excellent problem preparation and skilful facilitationDeveloping a Tool to Assess PBL: Developing a Tool to Assess PBL The Philosophy ‘…..assessment items must convince students in a PBL course that self-direction, co-operative learning, collaboration and reflection are valued.’ (Alavi and Cooke 1995, p.126)Assessing the PBL Process: Assessing the PBL Process Participation Preparation Interpersonal Skills Contribution to the Group Process Curry (2000) Encourage building on prior knowledge Demonstrate the skills developed in PBL process Promote intrinsic motivation Brown (1999)The Assessment Tool: The Assessment Tool Four key areas: Critical appraisal Self-directed learning Group Participation Humanistic Attitudes and Skills Collaborative NOT competitive Excellent / Satisfactory / UnsatifactoryInter-Professional Education Through PBL: Inter-Professional Education Through PBL WHO (1993) identified PBL as very appropriate for health professional education Supports collaborative approach Promotes team building Provides opportunities for ‘learning how to learn’ Student-directed flexible learningCreative Assessment : Creative Assessment Creative assessment begins with creative presentation of enigma/problem/trigger –use of music/art/drama Student-defined learning outcomes Use of Virtual learning Environment (VLE) Ground rules and peer pressure Assessing the ‘hidden curriculum’ Poster presentation/MCQ“How Hard is it to Keep a Hospital Clean??”: “How Hard is it to Keep a Hospital Clean??” Clarify terms Identify learning issues Analyse problem Formulate objectives Collect information Synthesis Check new knowledge KEY ISSUES Hygiene/infection control Staff roles and responsibilities Accountability Team working References: References Alavi C & Cooke M (1995) in Alavi C (ed) 1995 Problem-based learning in a health sciences curriculum. Routledge, London. Brown S (1999) in Brown & Glasner (ed) 1999 Assessment Matters in Higher Education. Open University Press, London. Curry J (2000) A Procedure to correct for intergroup variability in subjective evaluation of students in PBL groups. The Journal of Clinical Problem Based Learning Spring 2000, 4.Slide11: Duch BJ, Groh SE, Allen DE The Power of Problem Based Learning Sterling Virginia: Stylus 2001 Evensen DH & Hmelo CE (eds.) Problem-Based Learning. A research perspective on learning interactions, Mahwah NJ LEA 2000 Jackson D & Sullivan J (1999) Integrating the creative arts into a midwifery curriculum: a teaching innovation report Nurse Education Today (19) 527-532 Savin-Baden M & Howell Major C(2004) Foundations of Problem-based Learning WHO (1993) Increasing the Relevance of education for Health Professionals. Technical Report Series No. 838 Geneva, WHO