James C. Introduction When we began the Samford Problem-Based Learning (PBL) Initiative, we realized that assessment would play an important role. Consequently, we formed an assessment team that consisted of both faculty members and administrators. At the onset of the PBL Initiative, the assessment team met weekly and discussed best practices for evaluating the impact of PBL upon learning at Samford University. The assessment team, in conjunction with external experts, adopted existing measures and developed new assessment measures that we believed would inform us of the quality of experience and effectiveness of PBL on undergraduate and professional education. First, we adopted the critical thinking module from the Collegiate Assessment of Academic Proficiency (CAAP) in order to gauge the reasoning skills among students who were exposed to PBL versus critical thinking skills of students who were not exposed to PBL. In addition, we developed three assessment tools here at Samford University: (1) The Student Attitudes and Activities Assessment (SAAA), (2) The Instructional Landscape Survey (ILS), and (3) The End of Course Evaluation (ECE). The SAAA and ECE were designed to determine the effectiveness of PBL at the university, college, and course levels. The ILS was developed to depict the
The Journal of General Education – Penn State University Press
Published: Apr 1, 2002
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