Assessment for problem-based learning
When designing a new educational unit on organisational behaviour, special attention was paid to the constructive alignment of the assessment procedure with the learning outcomes and educational concept. In order to optimise the fit with the principles and philosophy of problem-based learning, the a...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2019-07-01
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| Series: | Research in Hospitality Management |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/22243534.2019.1689696 |
| _version_ | 1797641037336805376 |
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| author | Wichard Zwaal |
| author_facet | Wichard Zwaal |
| author_sort | Wichard Zwaal |
| collection | DOAJ |
| description | When designing a new educational unit on organisational behaviour, special attention was paid to the constructive alignment of the assessment procedure with the learning outcomes and educational concept. In order to optimise the fit with the principles and philosophy of problem-based learning, the assessment was designed to support the process of constructive, collaborative, contextual and self-directed learning. In a final two-hour session, each problem- based learning team is required to analyse a case study and report their diagnosis and suggested interventions in a case study paper with an accompanying set of PowerPoint™ slides. Design and delivery of this innovative approach to summative team performance assessment are reported and results show that students appreciate the educational value of the approach and consider it enhances their conceptual skills and competence in contributing to constructive teamwork. |
| first_indexed | 2024-03-11T13:39:50Z |
| format | Article |
| id | doaj.art-db180eb1571e440d9fb88fb909795ae7 |
| institution | Directory Open Access Journal |
| issn | 2224-3534 2415-5152 |
| language | English |
| last_indexed | 2024-03-11T13:39:50Z |
| publishDate | 2019-07-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Research in Hospitality Management |
| spelling | doaj.art-db180eb1571e440d9fb88fb909795ae72023-11-02T13:54:03ZengTaylor & Francis GroupResearch in Hospitality Management2224-35342415-51522019-07-0192778210.1080/22243534.2019.16896961689696Assessment for problem-based learningWichard Zwaal0NHL Stenden University of Applied SciencesWhen designing a new educational unit on organisational behaviour, special attention was paid to the constructive alignment of the assessment procedure with the learning outcomes and educational concept. In order to optimise the fit with the principles and philosophy of problem-based learning, the assessment was designed to support the process of constructive, collaborative, contextual and self-directed learning. In a final two-hour session, each problem- based learning team is required to analyse a case study and report their diagnosis and suggested interventions in a case study paper with an accompanying set of PowerPoint™ slides. Design and delivery of this innovative approach to summative team performance assessment are reported and results show that students appreciate the educational value of the approach and consider it enhances their conceptual skills and competence in contributing to constructive teamwork.http://dx.doi.org/10.1080/22243534.2019.1689696assessment designassessment for learningassessment mixassessment sessionconstructive alignmentproblem-based learning (pbl) |
| spellingShingle | Wichard Zwaal Assessment for problem-based learning Research in Hospitality Management assessment design assessment for learning assessment mix assessment session constructive alignment problem-based learning (pbl) |
| title | Assessment for problem-based learning |
| title_full | Assessment for problem-based learning |
| title_fullStr | Assessment for problem-based learning |
| title_full_unstemmed | Assessment for problem-based learning |
| title_short | Assessment for problem-based learning |
| title_sort | assessment for problem based learning |
| topic | assessment design assessment for learning assessment mix assessment session constructive alignment problem-based learning (pbl) |
| url | http://dx.doi.org/10.1080/22243534.2019.1689696 |
| work_keys_str_mv | AT wichardzwaal assessmentforproblembasedlearning |