Innovative Assessment and Collaborative Learning Using Problem-Based Learning: Learning Through Construction a Different Medium in Which to Excel?

M. McLoughlin, B. Burns, A. Darvill

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter presents the evaluation of the use a modified triple jump for PBL as a summative assessment strategy within an undergraduate nursing curriculum. A retrospective design was adopted to explore and evaluate the experiences of four cohorts of child branch students and their facilitators in relation to this revised assessment strategy. Findings demonstrated improved pass rates at first attempt and evidence of deeper learning and the strengths and weakness of the assessment strategy from the facilitator perspective in this innovative assessment.
Original languageEnglish
Title of host publicationExploring Learning & Teaching in Higher Education
EditorsMang Li, Yong Zhao
Place of PublicationBerlin, Heidelberg
PublisherSpringer Berlin Heidelberg
Pages145-169
Number of pages25
ISBN (Electronic)9783642553523
ISBN (Print)9783642553516
DOIs
Publication statusPublished - 25 Sep 2015
Externally publishedYes

Publication series

NameNew Frontiers of Educational Research
PublisherSpringer
ISSN (Print)2195-3473

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McLoughlin, M., Burns, B., & Darvill, A. (2015). Innovative Assessment and Collaborative Learning Using Problem-Based Learning: Learning Through Construction a Different Medium in Which to Excel? In M. Li, & Y. Zhao (Eds.), Exploring Learning & Teaching in Higher Education (pp. 145-169). (New Frontiers of Educational Research). Berlin, Heidelberg: Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-55352-3_6