Peer assessment in problem based learning

Sluijsmans, Dominique; Moerkerke, George; Merriënboer, Jeroen Van; Dochy, Filip

doi:10.1016/s0191-491x(01)00019-0

Cited by 105 publications

(78 citation statements)

References 11 publications

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“…A risk factor of integrated The Design of Competency-based Performance-Assessment 18 performance assessment in an e-learning setting is that the design of these assessments put heavy demands on teachers and developers (e.g., Beijaard, Verloop, Wubbels and FeimanNemser, 2000;Sluijsmans, Moerkerke, Dochy & van Merriënboer, 2001). Introducing elearning and performance assessment is difficult, requires new teacher roles, requires them to collaborate with many stakeholders and can be time consuming.…”

Section: Discussionmentioning

confidence: 99%

The Design of Competency-Based Performance Assessment in E-Learning

Sluijsmans

Prins

Martens

2006

Learning Environ Res

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Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid en reliable assessments in these environments. This article focuses on the design of competency-based performanceassessment in e-learning. An approach to designing performance assessments in e-learning contexts is presented, that implies also an alternative view on instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research. Performance-based Peer Assessment in E-Learning 3The Design of Performance-based Peer Assessment in E-Learning Institutions of higher education are confronted with a demand for competency-based learning (CBL), which is expected to narrow the gap between learning in the educational setting and future workplace performance. In these competency-based learning environments learners are confronted with authentic, open problems and learning materials which have personal meaning for them and are presented in a variety of formats. Teaching methods are applied which arouse interest, activate prior knowledge, clarify meanings, and model appropriate learning strategies and reflective processes. The to-be-acquired knowledge and skills are supposed to be integrated in educational activities, so that learners recognise a resemblance with tasks in the real world (Stoof, Martens, van Merriënboer, & Bastiaens, 2002).Although many efforts have been made to implement CBL and assessment in face-toface education, it is still quite a struggle when it comes to the design of CBL in an electronic learning environment. Especially the design of more performance-based assessment is a weak component in e-learning. The emphasis is still much more on traditional testing than on assessment. The Standards for Educational and Psychological Testing (1999) define test as "an evaluative device or procedure in which a sample of an learners' behaviour in a specified domain is obtained and subsequently evaluated and scored using a standardized process."Testing is often a process of gathering data and returning results, instead of a process of providing opportunities for learning. An assessment is a more general process of gathering data to evaluate a student. Data from several assessments are used to make a decision about a learner's performance level.In contrast to traditional tests, assessments are based on multiple products or processes, for example essays, reflection papers, oral assessments, process analyses, group products, and work samples. The assessment task is described in terms of a certainThe Design of Competency-based Performance-Assessment 4 performance that is perceived as worthwhile and relevant to the learner, and can therefore be defined as performance assessments (Wiggins, 1989). Performance assessment focu...

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Section: Discussionmentioning

confidence: 99%

The Design of Competency-Based Performance Assessment in E-Learning

Sluijsmans

Prins

Martens

2006

Learning Environ Res

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“…En este sentido, su aplicación ha sido más generalizada en el campo de la formación de profesionales de la salud (Prieto, 2006), concretamente en Medicina (Salinas et al, 2005;Suebnukarn y Haddawy, 2006), o en Enfermería (Hodges, 2011;Lin, Lu, Chung y Yang, 2010;Oja, 2011); mientras que, en otras áreas, como es el caso de las Ciencias Sociales, su aplicación ha sido menor García de la Vega, 2010). Aunque es notable el progresivo aumento de estudios en titulaciones como Magisterio (Sluijsmans, Moerkerke, Van Merriënboer y Dochy, 2001), Psicopedagogía (García, 2002), ingenierías (Denayer, Thaels, Vander Sloten y Gobin, 2003), o sectores industriales y públicos (Fenwick, 2002); como se observa en el meta análisis realizado por Fernández et al (2006). Conviene destacar que el ABP favorece el trabajo en equipo y las relaciones interpersonales, aspectos muy significativos en la educación, por lo que constituye una metodología muy interesante para su aplicación en la formación de futuros maestros (Casals, García, Noguera educación, puesto que la sociedad actual ya lo está exigiendo a estos profesionales .…”

Section: Introductionunclassified

Una mirada internacional sobre la educación inclusiva. Propuestas de educación pedagógica

Palomares-Ruiz¹

2017

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“…Outra dificuldade percebida é que os tutores, em suas avaliações, tendem a privilegiar a aquisição do conhecimento em detrimento do desenvolvimento de habilidades como a autoaprendizagem, o raciocínio e o compromisso com o aprendizado do grupo 10 . Alguns autores relatam que a dinâ-mica do tutorial garante um tempo prolongado de convivên-cia entre professores e alunos, mas que apenas isto não é suficiente para garantir uma avaliação efetiva, havendo necessidade de capacitar e treinar os tutores para julgar o desempenho dos estudantes 11,12 .…”

Section: Introductionunclassified

Avaliação formativa em sessão tutorial: concepções e dificuldades

Oliveira

Batista

2012

Rev. bras. educ. med.

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RESUMO A proposta deste trabalho é apreender concepções de estudantes e tutores sobre a avaliação formativa nas sessões tutoriais de um currículo PBL, identificando as dificuldades enfrentadas no desenvolvi-Problem-Based Learning.-Medical Education.-Medical Students. ABSTRACT The purpose of this study is to understand conceptions of students and tutors on formative assessment in the tutorial sessions of a PBL curriculum, identifying difficulties in the development

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Peer assessment in problem based learning

Cited by 105 publications

References 11 publications

The Design of Competency-Based Performance Assessment in E-Learning

The Design of Competency-Based Performance Assessment in E-Learning

Una mirada internacional sobre la educación inclusiva. Propuestas de educación pedagógica

Avaliação formativa em sessão tutorial: concepções e dificuldades

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