Individual Reflection Papers as a Means to Support Individual Assessment in Group Examinations in Problem-Based Learning
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| Titel: | Individual Reflection Papers as a Means to Support Individual Assessment in Group Examinations in Problem-Based Learning |
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| Sprache: | English |
| Autoren: | Eva Hammar Chiriac |
| Quelle: | Journal of Problem Based Learning in Higher Education. 2024 12(1):141-153. |
| Verfügbarkeit: | Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publikationsdatum: | 2024 |
| Publikationsart: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Problem Based Learning, Higher Education, Student Evaluation, College Students, Reflection, Writing (Composition), Group Testing, Cooperative Learning, Learning Processes, Foreign Countries, Tutorial Programs |
| Geografische Kategorien: | Sweden |
| ISSN: | 2246-0918 |
| Abstract: | Even though using group examinations aligns well with the epistemology of problem-based learning (PBL), the dilemma of using joint learning while simultaneously fulfilling individual assessment requirements in higher education make group examinations difficult to use. In this study, the aim was to explore whether an individual reflection paper (IRP) can act as a means to support individual assessment in group examinations in PBL. 152 IRPs were used to assess whether a particular group of students had acquired theoretical and analytical knowledge that would affect results on a group examination. Overall, completed IRPs clearly showed a concurrence between the students' acquired and requested theoretical and analytical knowledge on the examination, except on a few occasions. These findings are promising and suggest that IRPs can act as a means to support individual assessment in group examinations in PBL and that it is possible to combine joint learning in tutorial groups with individual group work assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Dokumentencode: | EJ1456071 |
| Datenbank: | ERIC |
| Abstract: | Even though using group examinations aligns well with the epistemology of problem-based learning (PBL), the dilemma of using joint learning while simultaneously fulfilling individual assessment requirements in higher education make group examinations difficult to use. In this study, the aim was to explore whether an individual reflection paper (IRP) can act as a means to support individual assessment in group examinations in PBL. 152 IRPs were used to assess whether a particular group of students had acquired theoretical and analytical knowledge that would affect results on a group examination. Overall, completed IRPs clearly showed a concurrence between the students' acquired and requested theoretical and analytical knowledge on the examination, except on a few occasions. These findings are promising and suggest that IRPs can act as a means to support individual assessment in group examinations in PBL and that it is possible to combine joint learning in tutorial groups with individual group work assessment. |
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| ISSN: | 2246-0918 |