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

Kumar, Muthu; Natarajan, Uma

doi:10.26634/jpsy.1.1.456

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Pollitt and Murray (1996) used Thurstone's ideas, in conjunction with Georg Rasch's mathematical models for educational tests (Rasch, 1993), to further develop the idea of comparative judgment as a tool for assessment. Initial piloting of this approach demonstrated markedly more reliable results than traditional approaches to assessment (Kimbell, 2007;Pollitt & Whitehouse, 2012), especially in relation to open-ended problem assessment (Kumar & Natarajan, 2007).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Research Around Adaptive Comparative Judgement (ACJ) in K-16 Education

Bartholomew¹,

Yoshikawa-Ruesch²

2018

RMS

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While research into the effectiveness of open-ended problems has made strides in recent years, less has been done around the assessment of these problems. The large number of potentially-correct answers makes this assessment difficult. Adaptive Comparative Judgment (ACJ), an approach based on assessors/judges working through a series of paired comparisons and selecting the better of two items, has demonstrated high levels of reliability and effectiveness with these problems. Research into using ACJ, both formative and summative, has been conducted at all grade levels within K-16 education (ages 5-18), with a myriad of findings. This paper outlines a systematic review process used to identify articles and synthesizes the findings from the included research around ACJ in K-16 education settings. The intent of this systematic review is to inform decision-makers weighing the potential for ACJ integration in educational settings with researched-based findings around ACJ in K-16 educational settings. Further, this review will also uncover potential areas for future researchers to investigate further into ACJ and its' implications in educational settings.

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Section: Introductionmentioning

confidence: 99%

A Systematic Review of Research Around Adaptive Comparative Judgement (ACJ) in K-16 Education

Bartholomew¹,

Yoshikawa-Ruesch²

2018

RMS

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“…Therefore, problem‐based learning (PBL) and gamification have been broadly applied to several fields. However, while PBL can help students learn in heterogeneous groups and develop independent learning through cooperation and discussion, the learning content is sometimes too difficult or complex to raise students' interest, and can thus occasionally lead to misunderstanding (Kumar & Natarajan, 2007). In contrast, gamification‐based learning can immerse students in learning, not only to enhance their learning motivation, but also to increase their willingness to learn independently (Mora et al, 2017), although it must be noted that the theme and guiding learning have specific difficulties.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, problem-based learning (PBL) and gamification have been broadly applied to several fields. However, while PBL can help students learn in heterogeneous groups and develop independent learning through cooperation and discussion, the learning content is sometimes too difficult or complex to raise students' interest, and can thus occasionally lead to misunderstanding (Kumar & Natarajan, 2007).…”

mentioning

confidence: 99%

Online 3D gamification for teaching a human resource development course

Chung

Lin

2022

Computer Assisted Learning

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Background: Most students have exhibited low motivation to engage in traditional learning methods. Additionally, students have difficulty concentrating on the course content, being easily distracted by their smartphones.Objectives: Therefore, we adopted an online 3D gamification problem-based learning (PBL) model to motivate students and improve their learning satisfaction and achievement on a human resource development course.Methods: We followed the ADDIE instructional design model and used four essential topics to formulate our teaching activities in the three-dimensional sandbox game, Creativerse. Moreover, this paper conducted an explorative study by using ANCOVA and partial least squares structural equation modelling to test student learning achievement and analyse the relationships between components such as performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC).Results and conclusions: Our online 3D gamification PBL model enhanced learning achievement on the courses; moreover, FC is the most critical factor influencing learning satisfaction. This study provided suggestions for operating an online 3D gamification PBL teaching approach.Implications: The current paper also explained how students' learning satisfaction relates to these significant factors. Moreover, this study's findings will help instructional designers and instructors to develop online 3D gamification learning environments.

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A systematized review of research with adaptive comparative judgment (ACJ) in higher education

Bartholomew

Jones

2021

Int J Technol Des Educ

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

Cited by 3 publications

References 6 publications

A Systematic Review of Research Around Adaptive Comparative Judgement (ACJ) in K-16 Education

A Systematic Review of Research Around Adaptive Comparative Judgement (ACJ) in K-16 Education

Online 3D gamification for teaching a human resource development course

A systematized review of research with adaptive comparative judgment (ACJ) in higher education

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