<Educational Practice Reports>Factors for "Assessment as Learning" in Modified Triple Jump as Performance Assessment of PBL

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  • <実践報告>PBLを評価する改良版トリプルジャンプにおける「学習としての評価」の要因
  • PBLを評価する改良版トリプルジャンプにおける「学習としての評価」の要因
  • PBL オ ヒョウカ スル カイリョウバン トリプルジャンプ ニ オケル 「 ガクシュウ ト シテ ノ ヒョウカ 」 ノ ヨウイン

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Abstract

An assessment of students' performance in active learning process is highly time consuming and requires a considerable effort. As a result, the so-called "assessment fatigue" is a concern among teachers. However, since the assessment itself could be a powerful learning tool for students and if the teachers recognized that it could lead to their growth, they would consider this challenging task as worthwhile. We have developed and have been using a modified triple jump (MTJ) as an assessment tool for our PBL program. In this report, we tried to find out the factors that make this performance assessment function as learning for students based on their perceptions. The subjects were 64 students at the Faculty of Dentistry of Niigata University who experienced our MTJ three times during their undergraduate education program. A questionnaire survey was conducted after each assessment and description contents were analyzed by text mining. As a result of the content analysis, we concluded that MTJ encourages students to learn deeply and to reflect on their own learning. Furthermore, the results suggest that the effect of MTJ as "assessment as learning" depends on the real-world relevance of their learning tasks and the usefulness of acquired knowledges. Other important factors were appropriate disclosure of the assessment criteria along with students' skill of self-assessment and individual/continuous descriptive feedback from teachers.

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