Group Project Assessment in a PBL Environment
Alex Stojcevski, Xiangyun Du · 2009
This paper looks into the assessment methods in an undergraduate PBL course undertaken by first-year students in electrical and electronic engineering. The observation and data collection is performed by qualitative and quantitative research where seventy five portfolios were first observed and analysed. Portfolio is the main assessment task for this course and is worth 100% of the final grade. In addition, participants were asked to rank the effectiveness of a portfolio as an assessment tool in the PBL course. For maximum constructive alignment, the ranking is performed against each learning outcome of the course. The course has fifteen learning outcomes which are carefully designed to engage students with technical practice as well as social activities. Thirty eight participants responded to the questionnaire. All students involved have had at least one year of PBL experience.