Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills

ABSTRACT

This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants’ perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in. Another aim was to reveal the most effective perceived PBL constructivist activities in enhancing the assessment methods. Data were gathered from 61 second-year students in a M.Ed. study track by the Constructivist Learning in Higher Education Settings Questionnaire (CLHES), the Peer- and Self- Assessment Questionnaire, and reflective journals. Quantitative results have shown that the PBL related activities were more pronounced in the designed intervention than in previous courses the students were enrolled in. Large effect size results were found for the perceptions of the peer- and self- assessment factors. Social interaction was found connected to the peer assessment variable; whereas Cooperative dialogue was related to the self-assessment construct. Analysis of the students’ reflective journals revealed three key categories: 1. Knowledge and lifelong learning skills; 2. Social and cultural aspects of joint learning; 3. Perceptions of peer assessment, self-assessment and instructor’s assessment. Implications, limitations, and suggestions for future studies are discussed.

KEYWORDS:

• Problem-Based Learning
• peer assessment
• self-assessment
• higher education

Disclosure statement

The authors state that they have no conflict of interest to declare.

Additional information

Notes on contributors

Dorit Alt

Prof. Dorit Alt Alt is specialised in the field of lifelong learning and constructivist learning environments in the information era. Her research work includes studies on digital and media literacy skills among adolescents, the construction and validation of several innovative scales, to map and assess different aspects of constructivist learning environments, and the measurement of the connection between these environments and psychological, behavioural, cultural, social, and ethical aspects. Her research papers have been published in leading scientific journals such as International Journal of Educational Research, and Computers in Human Behavior. She is also a reviewer for various scientific leading journals in the field of teaching, learning and assessment. Prof. Alt is currently leading an ERASMUS+ project ASSET (assessment tools for higher education learning environment 2017-2020).

Nirit Raichel

Prof. Nirit Raichel is a leading professor at and the academic designers of the undergraduate Education and Community Department programme at the Kinneret Academic College, and in the Department of Graduate Education at Gordon College of Education. She has previously headed the Department of Inclusive Education and Community Studies at Oranim College of Education, and also served as the academic dean of Ohalo College of Education and Sport. Her main interests cover issues of the Israeli educational system; teachers identity; the figure of the ‘good educator’ and his/her training and transfer of educational ideas from the western world to Hebrew education; social education of immigrants: multicultural teacher training; and vocational education in Israel. Prof Raichel is an active member of the Israeli Association of Historians of Education and in the Association of Professional Development Schools. Prof. Raichel has been highly involved in the Lifelong Learning in Applied Fields (LLAF) Tempus funded joint project, and ERASMUS+ project ASSET (assessment tools for higher education learning environment 2017-2020).