Chapter 7. Assessing Problem-Based Learning Curricula

  1. Teena J. Clouston MBA, PgDip, SSRM, DipCOT, DipCouns, DipAT, Certhyp, FHEA Senior Lecturer Programme Lead1,
  2. Lyn Westcott MSc, BSc, DipCOT, FHEA Senior Lecturer Professional Lead2,
  3. Steven W. Whitcombe MSc, BA (Hons), BSc (Hons) OT, PGCE (PCET), FHEA Lecturer1,
  4. Dr Jill Riley PhD, MSc, DipCOT Lecturer1 and
  5. Ruth Matheson MSc, DipCOT, CMS, FHEA Senior Lecturer3
  1. Sue Pengelly DipCOT, BA, MBA, FHEA Lecturer

Published Online: 24 FEB 2010

DOI: 10.1002/9781444320541.ch7

Problem-Based Learning in Health and Social Care

Problem-Based Learning in Health and Social Care

How to Cite

Pengelly, S. (2010) Assessing Problem-Based Learning Curricula, in Problem-Based Learning in Health and Social Care (eds T. J. Clouston, L. Westcott, S. W. Whitcombe, J. Riley and R. Matheson), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444320541.ch7

Editor Information

  1. 1

    School of Healthcare Studies, Cardiff University, UK

  2. 2

    Faculty of Health, University of Plymouth, UK

  3. 3

    University of Wales Institute, Cardiff (UWIC), UK

Author Information

  1. School of Healthcare Studies, Cardiff University, UK

Publication History

  1. Published Online: 24 FEB 2010
  2. Published Print: 16 APR 2010

ISBN Information

Print ISBN: 9781405180566

Online ISBN: 9781444320541

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Keywords:

  • assessing problem-based learning curricula;
  • powerful influence of assessment - on learning experience;
  • main purposes of assessment - formative and summative assessment;
  • continuous professional development (CPD);
  • reasons for assessment from diverse perspectives;
  • challenges educators, in adopting longer term perspective on assessment;
  • assessment systems, resistant to change;
  • revealing tensions between HE and assessment of professional education;
  • peer assessment, clear links with working alongside other students in PBL;
  • way assessments are graded - influence on students, shifting attention away from their own learning and development

Summary

This chapter contains sections titled:

  • Introduction

  • Why are we assessing?

  • What are we assessing?

  • Who should assess?

  • How are we assessing?

  • Marking and timing

  • Conclusion

  • References