Interdisciplinary Journal of Problem-Based Learning最新文献_第6页

Grading for Growth: Using Sliding Scale Rubrics to Motivate Struggling Learners 成长评分：使用滑动量表激励苦苦挣扎的学习者

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-10-01 DOI: 10.7771/1541-5015.1844

D. Mahmood, Hugo Jacobo

{"title":"Grading for Growth: Using Sliding Scale Rubrics to Motivate Struggling Learners","authors":"D. Mahmood, Hugo Jacobo","doi":"10.7771/1541-5015.1844","DOIUrl":"https://doi.org/10.7771/1541-5015.1844","url":null,"abstract":"In an effort to adopt more equitable and humanizing grading practices, this teacher inquiry explores how educators attempted to improve students’ views of learning and assessments by utilizing rubrics on a sliding scale. Using the sliding scale rubric approach to grading provided an opportunity for students and educators to rethink how learning is evaluated. The authors found that the logistics of using sliding scale rubrics as a grading tool does need to be refined and further evaluated; however, the belief that a student can receive a grade based on her or his individual starting point did have some positive implications for students and educators. Grading for growth by using sliding scale rubrics motivated students to read the rubric more closely and ask more questions about key indicators on the rubric. Once students were able to focus on their target area, they understood the expectations for what they needed to demonstrate. Students who previously appeared unmotivated requested feedback from peers and teachers. This article questions the commonly held beliefs educators can hold about grading and assessment practices and invites educators to rethink the inequitable grading practices that exist in schools.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44174007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

“We’re doing things that are meaningful”: Student Perspectives of Project-based Learning Across the Disciplines “我们在做有意义的事情”:跨学科项目学习的学生视角

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-09-27 DOI: 10.7771/1541-5015.1809

Emily E. Virtue, B. Hinnant-Crawford

引用次数: 30

Call for Manuscripts: “PBLing the unPBLable”: Exploring the Power of PBL Implementations for Organizational Learning 征稿:“PBL:探索PBL实施对组织学习的作用”

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-09-13 DOI: 10.7771/1541-5015.1928

Krista D. Glazewski

引用次数: 0

The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment 基于问题学习的三重跳：课程衔接评估设计的原则与实践

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-09-13 DOI: 10.7771/1541-5015.1813

M. Chian, Susan M. Bridges, E. Lo

{"title":"The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment","authors":"M. Chian, Susan M. Bridges, E. Lo","doi":"10.7771/1541-5015.1813","DOIUrl":"https://doi.org/10.7771/1541-5015.1813","url":null,"abstract":"Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development; assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design process as a collaborative and collective faculty endeavor; (b) recognizing the assessment design process as dependent on faculty and students’ shared understandings of learning, teaching, and assessment; (c) highlighting the centrality of ongoing review and monitoring to ensure validity and reliability; and (d) prioritizing student learning in the development of the TJA as an assessment system.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48986775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Performance Assessment Practice as Professional Learning 作为专业学习的绩效评估实践

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-08-30 DOI: 10.7771/1541-5015.1812

Vanessa Svihla, Tim Kubik, Tori Stevens-Shauger

引用次数: 3

Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution 在西班牙裔服务机构实施和评估基于课程的本科生研究经验（CURE）

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-08-30 DOI: 10.7771/1541-5015.1806

M. Shuster, J. Curtiss, T. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland

引用次数: 22

The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective 从健康科学教育的角度看形成性评估在问题学习中的作用

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-08-30 DOI: 10.7771/1541-5015.1814

Kristi Kelley, Julaine Fowlin, A. Tawfik, Max C. Anderson

{"title":"The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective","authors":"Kristi Kelley, Julaine Fowlin, A. Tawfik, Max C. Anderson","doi":"10.7771/1541-5015.1814","DOIUrl":"https://doi.org/10.7771/1541-5015.1814","url":null,"abstract":"Practitioners in the field of pharmacy are often confronted with ill-structured problems. Specifically, pharmacists are tasked with making patient-specific recommendations that are both safe and effective, which requires combining knowledge from the biomedical, behavioral, and pharmaceutical sciences. Given the dynamic nature of pharmacy as a profession, the field has begun to explore learning strategies that go beyond mere content coverage to strategies that better support higher-order learning outcomes. One of these approaches is problem-based learning (PBL). While studies have focused on how to support PBL to improve learning outcomes, the role of assessment is often overlooked. Further exploration is thus needed since assessment plays a pivotal role in teaching and learning. This Voices paper will explore this idea within a larger context; we will also share the experience of how a subject matter expert (SME) worked with a team of instructional designers (IDs) to revise an existing course to more explicitly employ PBL and thus adopt an inquiry-based mindset needed for complex clinical decision making. Given the inherent challenges of assessment in PBL, further discussion will be focused on how to (a) design ill-structured problems, (b) align assessments to the PBL curriculum, and (c) how to hold students accountable in cases where a traditional grade is not attached.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

The Impact of PBL as a STEM School Reform Model PBL作为STEM学校改革模式的影响

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-08-30 DOI: 10.7771/1541-5015.1846

M. Odell, T. Kennedy, E. Stocks

{"title":"The Impact of PBL as a STEM School Reform Model","authors":"M. Odell, T. Kennedy, E. Stocks","doi":"10.7771/1541-5015.1846","DOIUrl":"https://doi.org/10.7771/1541-5015.1846","url":null,"abstract":"Project/problem-based learning (PBL) can provide an effective model for school reform when implemented with fidelity. In the report, Rising Above the Gathering Storm, it was recommended that if the U.S. is to remain competitive in the 21st-century economy, there must be a serious effort to “enlarge the pipeline of students who are prepared to enter college and graduate with a degree in STEM” (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). The report included the recommendation that states develop statewide specialty STEM high schools (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). In 2010, the Texas Science, Technology, Engineering, and Mathematics Academy (T-STEM) initiative was implemented to develop specialty STEM schools similar to those described in Rising Above the Gathering Storm. The primary instructional strategy of T-STEM academies is problemand project-based learning. In the STEM context, PBL is well suited as a primary pedagogy for STEM learning. This paper examines the following questions: What outcomes occur when PBL is implemented in a low performing school district? What is the role of PBL in school improvement? What are the challenges to implementing PBL with high fidelity?","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48178078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Extending the Challenge of Problem-Based Learning 拓展基于问题的学习的挑战

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-02-27 DOI: 10.7771/1541-5015.1861

Jessica Sullivan

引用次数: 2

Problem-Based Learning in Teacher Education 教师教育中的问题导向型学习

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-02-27 DOI: 10.7771/1541-5015.1866

Susan M. Bridges

引用次数: 1