ABSTRACT

This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants’ perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in. Another aim was to reveal the most effective perceived PBL constructivist activities in enhancing the assessment methods. Data were gathered from 61 second-year students in a M.Ed. study track by the Constructivist Learning in Higher Education Settings Questionnaire (CLHES), the Peer- and Self- Assessment Questionnaire, and reflective journals. Quantitative results have shown that the PBL related activities were more pronounced in the designed intervention than in previous courses the students were enrolled in. Large effect size results were found for the perceptions of the peer- and self- assessment factors. Social interaction was found connected to the peer assessment variable; whereas Cooperative dialogue was related to the self-assessment construct. Analysis of the students’ reflective journals revealed three key categories: 1. Knowledge and lifelong learning skills; 2. Social and cultural aspects of joint learning; 3. Perceptions of peer assessment, self-assessment and instructor’s assessment. Implications, limitations, and suggestions for future studies are discussed.

摘要

本研究旨在描述基于问题的学习 (PBL) 以及同伴和自我评估在教师培训计划中的实施情况。这种干预伴随着测量参与者对 PBL 环境的看法和所使用的评估方法与他们之前参加的其他课程的比较。另一个目的是揭示在增强评估方法方面最有效的感知 PBL 建构主义活动。数据来自一个教育硕士的 61 名二年级学生。高等教育环境中的建构主义学习问卷 (CLHES)、同伴和自我评估问卷的学习轨迹和反思性期刊。定量结果表明，在设计的干预措施中，PBL 相关活动比学生之前参加的课程更明显。对于同伴和自我评估因素的看法，发现了较大的效应量结果。发现社交互动与同伴评估变量有关；而合作对话与自我评估有关构造。对学生反思日志的分析揭示了三个关键类别： 1. 知识和终身学习技能；2. 联合学习的社会和文化方面；3. 对同伴评价、自我评价和教师评价的看法。讨论了对未来研究的影响、局限性和建议。