Russell Grigg g.r.grigg@trinity-cm.ac.uk

1. Welsh Assessment and Feedback Practitioners EventTuesday 5 May 2009Assessment of Problem Based Learning in Initial Teacher Education and Training Russell Grigg g.r.grigg@trinity-cm.ac.uk

2. Objectives • To briefly review the nature of PBL • To share our experiences of assessing students • It’s better to know some of the questions than all of the answers • James Thurber

3. PBL background/characteristics • various definitions • origins in medicine • self-directed learning and critical thinking • students as active participants • meet in small groups • tutor as facilitator • use of challenging problems/scenarios

4. What do employers want? • Employees who are flexible, team-playing, proactive • ‘soft skills’ – • oral presentations, perseverance • knowing how to work with others in a team • knowing how to evaluate information critically • taking responsibility for, and being able to manage, one’s own learning and developing the habits of effective learning • knowing how to work independently without close supervision • being confident and able to investigate problems and find solutions • being resilient in the face of difficulties • DfES (2006), 2020 Vision Report of the Teaching and Learning in 2020 Review Group, A Vision for Teaching and Learning in 2020, p.10

5. Context at TUCC • Adopted 6 years ago • Ties in well with our personal development planning (evidence gathering for QTS) • Mainly operates within Professional Teaching Studies modules (years 1 to 3, of BA Ed course) • Ongoing feedback to trainees during group meetings • Assessment formats vary: mainly portfolios, presentations, reflective journals • Example of Year 3 module follows:

6. PBL module example: Professional collaborations and management of transitions (Year 3) • Context-setting lead lecture at start of module • Each week comprises an overview lecture followed small group PBL meetings • Groups can invite facilitator to these meetings • Aspects of the scenario are discussed along with assessment criteria • Records of meetings must be kept and are monitored • End-of-module assessment includes group presentation and submission of individual portfolio of evidence • Trainees expected to ‘internalise’ assessment criteria

7. Record of meetingThese are submitted aspart of evidence basefor assessment

8. The scenario (based on a collection of real-life parental concerns) First lecture in module – assessment criteria, learning outcomes, PBL scenario, module overview

10. Example of comments from a group session on the letter

11. Principles and issues of assessment in PBL • Clear about what is being assessed • Criteria • Practice context • Resources to enable evidence to be collated • Assessment process • Training on assessment for students • Macdonald, R. & Savin-Baden, M. (2004), A Briefing on Assessment in Problem-based learning, LTSN

12. Part B

13. Example of trainees discussing assessment criteria in PBL • PBL_Bella2_assess criteria.wmv

14. Assessment for learning

15. Self assessment

16. Main issues for our schoolover the years • Mindsets of students (Aldred et al, 1997) • Culture/traditions of the university • Monitoring of meetings • Contributions of ‘social loafers’ or passengers • Consistency, training, commitment of staff

17. Future assessment issues (09/10) • Develop self and peer assessment • Encourage greater self-monitoring • Firm up assessment links from one module to another (transferable learning) • Consider students negotiating assessment criteria