Assessment & Learning Models
Problem-based Learning
Example Learning Activity: PBL Scenario
This problem-based learning scenario engages students in a complex, real-world problem, promoting critical thinking, collaboration, and the application of knowledge across various disciplines, which are key elements of problem-based learning theory. Click through the embedded project below to view the scenario details.
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| Formative Assessment |
|---|
| Daily check-ins: At the beginning of each class, groups share their progress and challenges. The teacher/instructor provides immediate feedback and guidance. |
| Peer feedback sessions: Halfway through the project, groups present their initial findings to another group. Peers provide constructive feedback to using a structured rubric. |
| Reflection journals: Students maintain individual journals documenting their research progress, contributions to the group, and personal insights. The teacher/instructor reviews periodically to provide comments. |
| Progress reports: Groups submit brief weekly progress reports outlining their accomplishments, next steps, and any areas where they need support. |
These formative assessments allow the teacher to monitor progress, identify misconceptions, and provide timely feedback to guide student learning.
| Authentic Assessment |
|---|
| Oral and written presentation (part 1): Groups present their water conservation plans, explaining their research findings, proposed solutions, and expected outcomes. The teams create an infographic or poster to summarize their key points of the plan for display during presentation. In addition, a written proposal is submitted for city council's review that outlines the research process, data analysis, and justification for the recommendations. |
| Q&A session (part 2): After the presentation, students field questions from the audience, demonstrating their depth of understanding and ability to think on their feet. |
| Peer and self evaluation (part 3): Students assess their own contributions and those of their team/classmates using a rubric focused on collaboration, problem-solving, and communication skills. |
This assessment is student-centered as it allows students to showcase their understanding in multiple ways. applying their knowledge to a real-world problem. It is tied to PBL by requiring students to present a solution to the initial problem posed.
This problem-based learning scenario engages students in a complex, real-world problem, promoting critical thinking, collaboration, and the application of knowledge across various disciplines, which are key elements of problem-based learning theory.
Scenario Connections to Learning Theory
| IDT Module Theories | Conncetions to the PBL Scenario |
|---|---|
| Behaviorism | While less prominent, behaviorist elements are present in the structure of the learning environment. The clear expectations set for the final presentation and the use of rubrics for peer feedback provide the kind of clear guidelines and reinforcement associated with behaviorism. The positive reinforcement that comes from successfully presenting their solutions can also be seen as a behaviorist element. |
| Cognitivism | The scenario engages students in complex cognitive processes such as analysis, synthesis, and evaluation. Students are processing information, making decisions, and solving problems, all of which are key aspects of cognitive theory. The use of reflection journals and progress reports encourages metacognition, a crucial element of cognitivism. |
| Constructivism | This scenario strongly aligns with constructivism. Students are actively constructing their knowledge about water conservation through research, problem-solving, and collaboration. They're building on their existing knowledge and creating new understandings based on their experiences and interactions with the problem and each other. |
| Connectivism | The scenario involves students connecting various sources of information and knowledge networks to solve the problem. They're likely using digital tools and resources for research and collaboration, reflecting the digital age focus of connectivism. The interdisciplinary nature of the problem (involving environmental science, social studies, mathematics, etc.) demonstrates the interconnected nature of knowledge emphasized in connectivism. |
| Andragogy | The principles of andragogy are applied in this scenario. The problem is relevant and immediately applicable, aligning with adults' preference for relevance in learning. Students are self-directed in their research and problem-solving, reflecting the adult learning principle of self-direction. The task draws on students' prior experiences and knowledge, another key principle of andragogy. The learning is problem-centered rather than content-oriented, which is a core aspect of andragogy |
While the scenario most strongly aligns with constructivist and cognitivist approaches, it incorporates elements from all these theories and a few more below (potentially others as well).
| Other Theories in Play | Connections to the PBL Scenario |
|---|---|
| Social Learning Theory | The group work aspect reflects Vygotsky's social learning theory, emphasizing the importance of collaboration in knowledge construction. |
| Experiential Learning | Kolb's experiential learning cycle is evident as students engage in concrete experiences (research), reflective observation (journals), abstract conceptualization (developing the plan), and active experimentation (presenting and defending their ideas). |
| Situated Learning | The real-world context of the problem situates the learning in an authentic environment, as proposed by Lave and Wenger. |
| Self-Directed Learning | Self-Directed Learning: Students take responsibility for their learning process, aligning with Knowles' theory of andragogy and self-directed learning. |
Problem-based learning is a highly beneficial model. PBL's real-world application allows learners to engage with authentic, complex problems related to the topic of study. This approach helps bridge the gap between theoretical knowledge and practical application, making learning more relevant and meaningful (Hmelo-Silver, 2004). In addition, by presenting learners with realistic scenarios, PBL promotes active participation and deeper engagement with the course material. This can lead to better retention and understanding of the studies (Dolmans et al., 2005). PBL challenges learners to analyze situations, evaluate information, and make decisions about the information presented. This process enhances critical thinking skills, which are crucial for real-world, informed decision-making (Savery, 2006). In the classroom and the online environment, PBL encourages learners to take responsibility for their own learning, promoting skills in information seeking, self-assessment, and independent thinking (Loyens et al., 2008). In addition, PBL can help learners integrate information about the topic of study with other aspects of real-world applications, creating a more holistic understanding (Hung et al., 2008).
References:
Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732-741.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. Handbook of Research on Educational Communications and Technology, 3(1), 485-506.
Loyens, S. M., Magda, J., & Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.