Analysis and improvement of assessment and monitoring tools for project-based/ problem-based learning activities
Abstract
Despite being widely applied, the implementation of problem-based/project-based learning (PBL) activities still poses several challenges. Activity design and evaluation and monitoring processes stand out as the most complex aspects of the methodology. This study provides support for teachers to improve PBL assessment and monitoring systems in the scientific and technical field. To do this, the evaluation and monitoring tools used in the most representative PBL activities at different levels of higher education were collected. These were then integrated to generate new, more complete tools (three rubrics and two evaluation scales). These tools were then appli0ed to PBL activities, and the teachers involved (n=11) assessed their view of their functioning. The results indicate that the participating teachers perceived that the tools generated in this way functioned better than the ones used originally, highlighting their completeness, adaptability and ease of use. The study suggests that support in the design of tools could lead to improvements in the process of monitoring and evaluating PBL activities by making them more agile, objective, systematic and efficient.
Keywords
project based learning, problem based learning, assessment, rubrics, high education, competencesReferences
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