Evaluation of Assessment Methods in Problem and Project-Based Learning

Abstract

CONTEXT 1801ENG,Introduction to Structures is a core course for first-year students in Bachelor of Architecture at Griffith University. A Problem and Project-based Learning (PPBL) approach with assortment of individual and teamwork activities and assessment items were used to deliver the course. The assessment methods and their alignment with learning outcomes were evaluated based on historical evidence of student performances and Student Experience of Course and Teaching surveys from 2016 to 2020. The evaluation helps in redesign of the assessment and learning activities for future offerings of the course with enhanced student learning outcomes. PURPOSE OR GOAL Non-Engineering students (such as Architects) normally do not perform well in courses that have engineering mechanics components. Instead of conventional theoretically demanding methods of teaching, a PPBL approach has been used to teach these courses. This study aims to understand and discuss the students' perception of the PPBL approach, and the assessment items involved in this approach. APPROACH OR METHODOLOGY/METHODS The students' performance and their evaluation of course and teaching surveys were analysed over five course offerings (in five consecutive years). A five-point Likert scale survey was conducted in 2020 from previous students enrolled in the course from 2016 to 2019. The survey aimed to find links between students' perception of the PPBL approach with the corresponding assessment items. Moreover, appropriateness of the assessment items and their alignment with the course and program level learning outcomes were also analysed using the survey. ACTUAL OR ANTICIPATED OUTCOMES Majority of students found PPBL engaging and motivating. The final design project and analytical report were ranked more favourite assessment items compared to written quizzes and laboratory tests. Students reported that the two former assessments are better aligned with the adopted PPBL approach. The current results agree with findings in literature that enforcing students to maintain a reflective journal (known as logbook herein) has positive impact on their retention of knowledge. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Adopting PPBL teaching approach shows positive impact on students' engagement and ability to integrate theory and practice. It is understood that, to achieve the intended PPBL outcomes, the assessment items should be designed to encourage critical thinking and problem-solving capacities in students. Furthermore, analysis of current results suggest that a combination of assessment items shall be provided to improve the learner's capacity to work independently as well as to give them a sense of connection.