Programme evaluation as an instrument for quality-assurance in a student-oriented educational system

Pletinckx, Joelle; Segers, Mien

doi:10.1016/s0191-491x(01)00035-9

Cited by 15 publications

(7 citation statements)

References 19 publications

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“…Although originally developed for medical training at McMaster, the McMaster version of PBL has been applied globally in many disciplines not necessarily related to the study of medicine (Gijselaers, 1995). For instance, it has been applied to the study of architecture (Donaldson, 1989;Maitland, 1991); busi-ness administration (Merchant, 1995); economics (Garland, 1995); engineering studies (Cawley, 1989); geology (Smith & Hoersch, 1995); law (Kurtz, Wylie & Gold, 1990;Pletinckx & Segers, 2001); nursing (Higgings, 1994); social work (Heycox & Bolzan, 1991); psychology (Reynolds, 1997); and other domains of postsecondary education (Boud, 1987).…”

Section: Problem-based Learningmentioning

confidence: 99%

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

Gijbels

Dochy

Bossche³

et al. 2005

Review of Educational Research

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665

442

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This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue's (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and principles to conditions and procedures for application. PBL had the most positive effects when the focal constructs being assessed were at the level of understanding principles that link concepts. The results suggest that the implications of assessment must be considered in examining the effects of problem-based learning and probably in all comparative education research.KEYWORDS: assessment, meta-analysis, problem-based learning.Problem-based learning (PBL) represents a major development in higher education practice that continues to have a large impact across subjects and disciplines around the world. As indicated by many authors (Engel

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Section: Problem-based Learningmentioning

confidence: 99%

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

Gijbels

Dochy

Bossche³

et al. 2005

Review of Educational Research

Self Cite

665

442

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“…The questionnaire was based on a questionnaire for retrospective quality assurance (Biggs 2001) developed by Pletinckx and Segers (2001), and contains items about the tutor, such as: 'The tutor encouraged the students to participate actively in group discussions';'The tutor encouraged the use of existing knowledge. '…”

Section: Student Perceptionsmentioning

confidence: 99%

Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements

et al. 2011

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We compared effects of tutoring by students and by staff. In four courses in each of two consecutive first years of an undergraduate problem-based law curriculum we examined the achievements and perceptions of tutors of students taught by student and staff tutors. Achievements were measured by the results on the regular end-of-course tests. After the end-of-course tests students' perceptions were obtained by an online questionnaire and by a semi-structured focus group interview. The aim of the focus groups was to gain more in-depth insight into students' perceptions. No significant differences in achievement and perceptions of tutors were found. Students' perceptions of both staff and student tutors were generally positive. The results suggest that students that are carefully selected and well trained can be effective as tutors in the first year of an undergraduate problem-based curriculum.

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“…Besides this, students are enrolled on a weekly basis in somewhat larger practical groups' (24±36 students) and have one lecture a week. For a more extensive description of the legal curriculum and the problem-based approach in the law school, see Moust (1998) or Pletinckx and Segers (2001).…”

Section: Problem-based Learningmentioning

confidence: 99%

Integrating assessment tasks in a problem‐based learning environment

Gijbels

Watering²,

Dochy

2005

Assessment & Evaluation in Higher Education

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The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem-based learning environment. Both the in¯uence on students' performances and students' perceptions were investigated. Students' ®nal exam results were used to ®nd out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi-structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive in¯uence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the bene®ts of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results.

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Programme evaluation as an instrument for quality-assurance in a student-oriented educational system

Cited by 15 publications

References 19 publications

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements

Integrating assessment tasks in a problem‐based learning environment

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