Bondemark Lars, Knutsson Kerstin, Brown George
Faculty of Odontology, Malmö University, Sweden.
Med Teach. 2004 Feb;26(1):46-51. doi: 10.1080/01421590310001643019.
This paper describes and evaluates a new method of assessment in PBL, which was developed with two cohorts of dental students. The method involves students in PBL groups designing PBL problems and assessment tasks that are in line with the objectives of the course and the principles of PBL. Construction of tasks and feedback were provided. The student groups based the summative assessment on a selection of the PBL assessments provided. The evaluation indicates that senior students are capable of designing challenging PBL assessment tasks that are in line with course objectives and PBL principles. This experience raised the pass rates of the students compared those of with earlier cohorts of students. The students rated the method favourably; they considered it enabled them to demonstrate their competences and that it was more closely in line with PBL principles than other methods of assessment that they had experienced. The method is a promising innovation, which could be used in a variety of PBL courses.
本文描述并评估了一种在基于问题的学习（PBL）中进行评估的新方法，该方法是与两组牙科学生共同开发的。该方法让PBL小组中的学生设计符合课程目标和PBL原则的PBL问题及评估任务。提供了任务构建和反馈。学生小组基于所提供的PBL评估的选择进行总结性评估。评估表明，高年级学生有能力设计出符合课程目标和PBL原则的具有挑战性的PBL评估任务。与早期的学生群体相比，这段经历提高了学生的及格率。学生对该方法评价很高；他们认为该方法使他们能够展示自己的能力，并且比他们所经历的其他评估方法更符合PBL原则。该方法是一项有前景的创新，可用于各种PBL课程。
