ERIC Number: EJ666671
Record Type: CIJE
Publication Date: 2002
Reference Count: 0
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
Authoring Institution: N/A
Identifiers: Samford University AL
Note: Theme issue on problem-based learning.