DOI: 10.5176/978-981-08-7240-3_I-51
Authors: Mawarny binti Md. Rejab, Syahidah binti Hassan, Isha bin Awang and Mazida binti Ahmad
Abstract:
Nowadays, a revolution in education is taking place by shifting from the teacher-centered approach to the learner centered approach. Due to the lack of ability and skills in problem solving, Problem-Based Learning (PBL) is introduced in numerous academic disciplines such as engineering, computer science, and others. Problem Based-Learning is one of the pedagogy approaches that enable students to work in groups to solve real-life problems, whilst the lecturer takes on the role as a facilitator of learning. In conducting the Problem-Based Learning class, the assessment of Problem-Based Learning course involves several evaluation components, namely the written evaluation, the presentation evaluation and the peer evaluation. Several phases or stages are needed in the implementation of PBL and each of phases requires different evaluation.
Due to the tedious works and cumbersome process in needed to assist the formative evaluation for PBL. Thus, the main objective of this paper is to describe a customizable rubrics model for PBL formative evaluation. The model was derived based on the existing rubrics tools. Besides, observation on several previous researches in designing rubrics for supporting educational environment is carried out to firm the model. This paper focuses on formative evaluation in assessing the initial and ongoing activities in problem solving, together with result or outcome of the problem solution. It also focuses on the individual performance assessment from the perspectives of the team members. This study is expected to provide a fair, manner and efficiency method of Problem-Based Learning formative evaluation that corresponds to any course contents.
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