A methodological argument for designing assessment of students' teamwork in problem-based learning
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...
| Main Author: | |
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| Format: | Conference Paper |
| Published: |
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/25847 |
| _version_ | 1848751820840632320 |
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| author | Olatunji, Oluwole |
| author_facet | Olatunji, Oluwole |
| author_sort | Olatunji, Oluwole |
| building | Curtin Institutional Repository |
| collection | Online Access |
| 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. |
| first_indexed | 2025-11-14T07:58:48Z |
| format | Conference Paper |
| id | curtin-20.500.11937-25847 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:58:48Z |
| publishDate | 2011 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-258472017-01-30T12:50:32Z A methodological argument for designing assessment of students' teamwork in problem-based learning Olatunji, Oluwole 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. 2011 Conference Paper http://hdl.handle.net/20.500.11937/25847 restricted |
| spellingShingle | Olatunji, Oluwole 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 |
| title_full | A methodological argument for designing assessment of students' teamwork in problem-based learning |
| title_fullStr | A methodological argument for designing assessment of students' teamwork in problem-based learning |
| title_full_unstemmed | A methodological argument for designing assessment of students' teamwork in problem-based learning |
| title_short | A methodological argument for designing assessment of students' teamwork in problem-based learning |
| title_sort | methodological argument for designing assessment of students' teamwork in problem-based learning |
| url | http://hdl.handle.net/20.500.11937/25847 |