Dalrymple Kirsten R, Wong Shirley, Rosenblum Alvin, Wuenschell Carol, Paine Michael, Shuler Charles F
Division of Diagnostic Sciences, University of Southern California School of Dentistry, USA.
J Dent Educ. 2007 Dec;71(12):1561-73.
Tutorial assessment in PBL is thought to be a valid assessment approach and is believed to exert a positive impact on the learning process. Reports, however, have demonstrated that assessment by the facilitator can be unreliable. Training of faculty to conduct this type of assessment has tended to be lacking and is a likely contributor to this inconsistency. This report describes the final in a series of foundation-building faculty development workshops focused on the instructional methodology of PBL. The PBL Assessment and Feedback workshop reported here introduced the theory and practice of conducting process-based assessment accompanied by formative feedback. Scenario-based discussions, mock group demonstration, role-modeling, and role-play were utilized as adult learning-appropriate strategies to familiarize participants with process-based assessment and feedback. Evaluation of the workshop by participants provided evidence that the majority of participants were satisfied with the methods and content of the workshop. Suggestions for additional training in these assessment methods included additional examples, practice, workshops, or observation and mentoring.
基于问题的学习（PBL）中的教程评估被认为是一种有效的评估方法，并且被认为会对学习过程产生积极影响。然而，有报告表明，由引导者进行的评估可能不可靠。对教师进行此类评估的培训往往不足，这可能是造成这种不一致的原因之一。本报告介绍了一系列以PBL教学方法为重点的基础建设教师发展研讨会中的最后一次。此处报告的PBL评估与反馈研讨会介绍了进行基于过程的评估并提供形成性反馈的理论和实践。基于情景的讨论、模拟小组演示、榜样示范和角色扮演被用作适合成人学习的策略，以使参与者熟悉基于过程的评估和反馈。参与者对研讨会的评价表明，大多数参与者对研讨会的方法和内容感到满意。对这些评估方法进行额外培训的建议包括提供更多示例、实践、研讨会，或进行观察和指导。
