Problem based learning (PBL) requires that the educational experience be student-centred and situated in a real-world context. Further, the motivation to learn is largely driven by the student’s expectation and experience of assessment procedures. It is a challenge to design assessment processes that satisfy the simultaneous requirements of educational certification, quality assurance, problem realism and yet provide realistic outcomes whilst still encouraging creativity and deep learning. This paper reports on the implementation of a trial assessment strategy that seeks to address the challenge in a problem based learning context.
The International Journal of Construction Management Vol. 4, Issue 2, p. 27-37