Title
Effects of problem-based learning: a meta-analysis from the angle of assessment Effects of problem-based learning: a meta-analysis from the angle of assessment
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Washington, D.C. ,
Subject
Educational sciences
Source (journal)
Review of educational research. - Washington, D.C., 1931, currens
Review of educational research. - Washington, D.C., 1931, currens
Volume/pages
75(2005) :1 , p. 27-61
ISSN
0034-6543
1935-1046
ISI
000228990400002
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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.
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