Understanding the impact of assessment on students in problem‐based learning

Abstract

This article explores assessment in the context of problem‐based learning (PBL) at three different levels. ­Firstly, it examines the position of assessment in the current system of higher education and, secondly, it ­examines students’ experiences of assessment in problem‐based programmes. The article draws on research into PBL that explored staff and students’ experiences in four different disciplines, and it is argued that many forms of assessment still largely undermine collaborative learning and team process in PBL. The final section argues that the way forward for the PBL community is to recognize disciplinary differences in PBL and adopt assessment approaches that fit both with PBL and the discipline into which it is placed.

Notes

* Deputy Director of the Interdisciplinary Research Centre in Health, Room 219, Charles Ward Building, ­Coventry University, Priory Street, Coventry CV1 5FB, UK. Email: [email protected]

The names of the four research site universities are pseudonyms.

Additional information

Notes on contributors

Maggi Savin‐Baden *

* Deputy Director of the Interdisciplinary Research Centre in Health, Room 219, Charles Ward Building, ­Coventry University, Priory Street, Coventry CV1 5FB, UK. Email: [email protected]