Publication
Title
Effects of problem-based learning: a meta-analysis from the angle of assessment
Author
Abstract
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrues (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and principles to conditions and procedures for application. PBL had the most positive effects when the focal constructs being assessed were at the level of understanding principles that link concepts. The results suggest that the implications of assessment must be considered in examining the effects of problem-based learning and probably in all comparative education research.
Language
English
Source (journal)
Review of educational research. - Washington, D.C., 1931, currens
Review of educational research. - Washington, D.C., 1931, currens
Publication
Washington, D.C. : 2005
ISSN
0034-6543 [print]
1935-1046 [online]
Volume/pages
75:1(2005), p. 27-61
ISI
000228990400002
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 08.10.2008
Last edited 23.10.2017
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