Group-work and Assessment in Problem-Based Learning
Problem-based learning has been receiving increasing attention from diverse sectors and stakeholders in terms of the efficacy and its potential in education. Our School recently established a new curriculum predicated on problem-based learning. At its inception, the curriculum has been assessed in a positive light by the professional accreditation panels. The implementation of our curriculum has been evolutionary and a number of issues were examined within the teaching and learning framework in its current form. In particular, issues regarding graduate attributes (technical, generic, etc), unit of study assessments (competency, graded, mixed, etc) and group-work within the curriculum were examined. Our targeted literature reviews have provided information on relevant practices within our profession. Also surveys conducted with our student cohorts have enabled analysis of student feedback and responses from the various stakeholders. Group-work organisation and assessments have been revisited and these have provided new insights into our curriculum implementation.