A methodological argument for designing assessment of students' teamwork in problem-based learning

Title: A methodological argument for designing assessment of students' teamwork in problem-based learning
Creator: Olatunji, Oluwole Alfred
Relation: 28th International Symposium on Automation and Robotics in Construction (ISARC). Proceedings of the 28th International Symposium on Automation and Robotics in Construction (ISARC) (Seoul, Korea 29 June - July 2, 2011) p. 1098-1104
Relation: http://www.iaarc.org/pe_publications.htm
Publisher: International Association for Automation and Robotics in Construction (IAARC)
Resource Type: conference paper
Date: 2011
Description: Problems-based learning (PBL) uniquely attempts to scaffold praxis from conventional pedagogical approaches to practice-based learning. With a particular focus on construction education, this paper reviews a range of perspectives on the applications of PBL in different disciplines where it has been applied. It also draws a line between assessing students’ group work and assessing students’ teamwork. In the end, existing models on group-work assessment are adapted in line with the practice of teamwork in the construction industry.
Subject: assessment; construction; constructivism; problem based learning; group work; teamwork
Identifier: http://hdl.handle.net/1959.13/1065156
Identifier: uon:17726
Language: eng
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