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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

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ERIC Number: EJ666671
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0021-3667
Myths About Assessing the Impact of Problem-Based Learning on Students.
Jones, Elizabeth A.
Journal of General Education, v51 n4 p326-334 2002
Argues that it is critical to assess the extent of students' cumulative learning in problem-based learning (PBL) undergraduate education. Discusses five myths about this assessment process, including (1) there are no instruments that assess skills, attitudes, and knowledge associated with PBL; and (2) we can only assess what students learn within individual courses. (Contains 16 references.) (NB)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Samford University AL
Note: Theme issue on problem-based learning.