Assessing the effectiveness of problem-based learning Trudy W. Banta, Karen E. Black, Kimberly A. Kline(2001).Assessment update,13(1),p Chun_031110

Abstract This article focuses on developing a review of literature related to the evaluation of problem-based learning (PBL). The paper was presented at PBL 2000, a conference sponsored by Samford University in Birmingham, Alabama, with funding from the Pew Charitable Trusts. This event was the first of its kind in the United States, drawing together faculty and administrators from a variety of disciplines to discuss the implementation and evaluation of PBL across the curriculum. PBL is a method of instruction that uses problems as a context in which students acquire problem-solving skills and basic knowledge.

Introduction  Instruments Used in PBL Evaluation Problem-Based Learning  Demonstrated Strengths of PBL  Challenges for PBL Conclusion

Introduction PBL is a method of instruction that uses problems which students acquire problem- solving skills and basic knowledge. The history of PBL  1969, McMaster University developed a new medical school curriculum using problem-based learning.

Instruments Used in PBL Evaluation Critics on PBL  multiple-choice and short-answer questions generally test lower-order intellectual skills  PBL emphasizes: strengthening the ability to solve ill-structured problems, developing the capacity for self-directed learning, increasing motivation for learning, and structuring knowledge for better recall and application

Instruments Used in PBL Evaluation (Conts.) Bridges and Hallinger (1996) use class assignments that include the development and presentation of a strategic plan or an action- oriented performance. Assessment tools  integrative essays;  protocols or standards that evaluate their own performance  models of products completed by expert practitioners to compare students’ works  forms that students create to elicit feedback from peers

Problem-Based Learning Demonstrated Strengths of PBL  The most comprehensive overviews of evaluative work are two meta-analyses published in 1993 by Albanese and Mitchell and by Vernon and Blake.  In terms of clinical performance and  Evaluative data on making judgments about patients consistently favor PBL students.  PBL students have been found to be more satisfied with their learning experiences.  Students enjoy the small-group interactions and atmosphere associated with PBL.  Use of PBL seems to increase class attendance and decrease student distress  express more confidence in their information-seeking skills.

Problem-Based Learning (Conts.) Challenges for PBL  Stinson and Milter (1996) have found that adapting to PBL is hardest for students who have been most successful in lecture- discussion modes and with assessment that involves recall primarily.  PBL cover less material than students in traditional courses, and they perceive that they are learning less.  The costs of implementing PBL (at least 20 percent more time)

Conclusion there is no single best assessment method toward PBL Albanese and Mitchell (1993) suggest that further study should be directed toward finding:  an optimum balance of teacher-directed and learner-directed instruction  what cognitive processes are developed by PBL  and what methods of PBL are less costly