Authentic assessment strategies in problem based learning

Abstract

Problem-based learning (PBL) uses real world problems and tasks as the initiative objective in constructing knowledge and enhancing learning experience. This paper looks into authentic assessment strategies in problem-based learning using an interactive multimedia project as a subject of investigation. Through the use of a range of authentic assessments like process assessment which contains of process assessment (consists of students’ self reflection, peer’s evaluation and task completion reports); content assessment (consists of pretest and posttest); together with portfolio assessment, this paper outlined strategies that have worked, as well as those that have not in a PBL setting. The collective data showed positive feedback towards learning tasks including problem solving skills, team collaboration and knowledge enhancement.