<Educational Practice Report>Direct Assessment of Long-Term Learning Outcomes in the PBL Curriculum: Based on a Longitudinal Study of Performance Assessment at the Niigata University's Faculty of Dentistry

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  • Ono, Kazuhiro
    Graduate School of Medical and Dental Sciences, Niigata University
  • Matsushita, Kayo
    Center for the Promotion of Excellence in Higher Education, Kyoto University
  • Saito, Yugo
    Headquarters for Management Strategy, Niigata University

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Other Title
  • <実践報告>PBLカリキュラムにおける長期的な学習成果の直接評価 --新潟大学歯学部でのパフォーマンス評価の縦断研究にもとづいて--
  • PBLカリキュラムにおける長期的な学習成果の直接評価 : 新潟大学歯学部でのパフォーマンス評価の縦断研究にもとづいて
  • PBL カリキュラム ニ オケル チョウキテキ ナ ガクシュウ セイカ ノ チョクセツ ヒョウカ : ニイガタ ダイガク シガクブ デ ノ パフォーマンス ヒョウカ ノ ジュウダン ケンキュウ ニ モトズイテ

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Abstract

The purpose of this study was to examine the transformation of students' problem-solving ability, one of the higher-order skills, by performance assessment at the educational program level. The subjects were 82 students at the Niigata University's Faculty of Dentistry, who had studied under our problem-based learning (PBL) curriculum. For direct assessment of problem-solving ability, we used modified triple jump (MTJ) which had been developed as an assessment tool for our PBL program. We performed MTJ at three different time points during the second and the third year and assessed problem-solving ability of the students longitudinally. At the same time, we also examined the difficulty level of the three performance tasks used in MTJ from two aspects, conceptual contents and student perceptions. As a result, the assessment scores of MTJ improved significantly with moderate to large effect size along with their experience of PBL. The performance tasks used in MTJ became more complex along with the accumulation of learning contents in the curriculum, and student perceptions of difficulty level of the performance tasks showed similar results. In conclusion, the reason for the score improvement was not because the tasks of MTJ became easier but because problem-solving ability of the students improved. By considering the difficulty level of the performance tasks, we were able to assess the transformation of students' problem-solving ability at the educational program level from the results of embedded performance assessment in PBL courses.

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