PBL Assessment 2011

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Ita Armyanti

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PBL Assessment


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Q: is a curriculum with PBL better

than a traditional curriculum?...


It is diffiicult to find the answer because

..we cannot separate PBL as one of the

strategies of learning in the curriculum from

other activities and programs delivered inparralel, coordinated or integrated with the

PBL process


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What is Problem-based

Learning?


Problem is presented before any knowledgeis given

Students select the knowledge needed, learn

it, and relate it to the problemAcquired knowledge triggered by theproblem is applied back into the problem

Students evaluate themselves

Starts with the problem rather than with theexposition of disciplinary knowledge


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Problem based learning vs Problem

solving..


Problem

Questions

Learning

Understanding Solving Generalizing


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Because students learn what is

assessed.


Assessment is an authentic companion to the

problem and process.

The assessment used in PBL courses relates

directly back to the nature of the tasks

undertaken and encompasses processes as well

as content.

The assessment also seeks to examine the levelof integration of interdisciplinary knowledge,

skills and behaviors.


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Problem-Based Learning:

What Should Be Assessed?


Acquisition of a knowledge base

Integration of information

Scientific or analytical reasoning skills

Self-directed learning skills

Individual learning skill

Independent and critical thinking

Learning motivation

Perception of relevant learning


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Problem-based Learning:

What And How Should Be Assessed?

1. Acquisition of a knowledge MCQResource

base Student note book person

2. Integration of information

3. Scientific or analytical MCQreasoning skills Essay Resource

4. Self-directed learning skills Student person

5. Individual learning skill note book

6. Independent and critical MEQ

thinking Direct obs. in GD

Facilitator

7. Learning motivation Direct observationFacilitator

8. Perception of relevant in group discussion

learning activity


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Skills: Student Note Book / Work

Book


List of appropriate learning issues that the studentsfeel they should study, related to / around the

problem

List of learning resources the students use Systematic, coherent, properly sequenced, and content

relevant students note

on the results of their independent and self-directed

study

derived from appropriate selected learning resources

based on / guided by learning issues developed by the

students


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How much of the problem can now be

explained? (students self evaluation).

Summary of what they have learned


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When Should Outcome Assessment

Take Place?


PBL, a guided / highly structured discovery

approach:

specific objectives associated with each

problem tests can be given after each problem,

after each module,

at the end of the course (as final exam)


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Weighting Of Assessment Results

(Outcome Assessment & Process

Assessment)


Between Between

Tests after each problem MCQ

item

results

Tests after each module

essay/MCQitemresults

Tests at the end of the course

Process assessment results (GD)


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METODE EVALUASI


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INSTRUMEN


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Setiap instrumen evaluasi harus sesuai

dengan tujuan tahap pencapaian

kompetensi.

Bentuk evaluasi : MCQ, OSCE, dll

disesuaikan dengan tahap pencapaian.


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TAHAP 1 : General Education


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Metode pembelajaran dan pengajaran

pada tahap ini menggunakan

collaborative learningdan PBL.

Penilaian pada tahap ini meliputi uji tulis.

Modul : PDPT, PBL, Manusia &Lingkungan Hidup, EBP3KH


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TAHAP 2 : Medical Sciences


Metode pembelajaran: belajar aktif dengan pemicu

PBL, Ketrampilan Klinik Dasar, dan Pengalaman

Belajar Lapangan (Laboratorium atau wahana

pembelajaran lainnya) Berupa penilaian kinerja

Formative and sumative test

Penilaian dilakukan dgn

- MCQ

- OSCE (Object Structural Clinical Examination)

knowledge, skill, attitude, resource implication KKD

(Ketrampilan Klinik dasar)


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Formative and sumative test


Formative assessment is a part of the

developmental or ongoing teaching-learning

process delivery of feedback to the student,

with the aim of improving teaching, learning andthe curriculum.

Summative assessment occurs at the end of a

term or course and is used primarily to provideinformation about how much the student has

learned and how well the course was taught


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TAHAP 3 : Clinical Practice


Menerapkan penilaian kompetensi pada pasien

sesungguhnya (sesuai Standar Kompetensi

Dokter Konsil Kedokteran Indonesia, 2006)

Bentuk evaluasi : observasi, ujian lisan, ujian

praktek (BST), logbook.


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Pembobotan (UNTAN) :


KehadiranTugas Terstruktur

Ujian Tengah

Ujian Akhir

10%20%

30%

40%


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Nilai Nilai

0-5 6-7 8-10 -5 -3 0

Sharing Kurang Kadang2 Selalu Dominasi Ya Kadang-kadang

Tidak

Argumen

TasiKurang Cukup Baik

Disiplin/Keha

diran

Terlam

bat

> 15

Terlam

bat

< 15

Tepat

Waktu

Aktivitas Kurang Cukup Baik

Komunikasi

Kurang Cukup Baik


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Documents

PBL Assessment 2011