NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058744
Record Type: Journal
Publication Date: 2009
Pages: 31
Abstractor: As Provided
Reference Count: 101
ISSN: EISSN-1541-5015
Validity and Problem-Based Learning Research: A Review of Instruments Used to Assess Intended Learning Outcomes
Belland, Brian R.; French, Brian F.; Ertmer, Peggy A.
Interdisciplinary Journal of Problem-based Learning, v3 n1 p59-89 Spr 2009
Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes were measured in 33 empirical studies. Results indicate that few studies included (a) theoretical frameworks for the assessed variables/constructs, (b) rationales for how chosen assessments matched the constructs measured, or (c) other information required for readers to assess the validity of authors' interpretations. Implications for future research are discussed.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A