Assessment, Learning & Teaching Reflections |
Tuesday 22nd November
Problem based learning (PBL) involves shifts of both thinking and space. Old style lecture theatres, large classrooms and desks do not enhance PBL tutorials. They are restrictive and stress-inducing. They smack of students being “told” something rather than using their brains themselves to search for and interpret knowledge. New kinds of space and resources are required including interactive library spaces, small tutorial rooms, comfy chairs and computerised white boards.
Tutors need a shift in thinking around assessment in PBL. Assessment of students on professional courses must be rigorous enough to satisfy the professional bodies and show them we are producing competent students. We assess our students at the end of every short 8-week module. We don’t want to minimise our marking but setting summative Multiple Choice Questions or computer-based assessments does not yet support the PBL philosophy. We use assignment- and report-writing as modes of assessment but have a range of group assessments, presentations and interactive practical examinations too. Feedback on these can be given immediately. Tradition dictates that the students themselves are not competent to determine how well they or others are doing, but we aim to develop more peer and self assessment as we review our new courses.
Sue Smith
Physiotherapy
Faculty of Health
