PBL Assessment

Ita Armyanti

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 Q: is a curriculum with PBL
better than a traditional
curriculum?...
It is diffiicult to find the answer
because
..”we cannot separate PBL as one of
the strategies of learning in the
curriculum from other activities
and programs delivered in parralel,
coordinated or integrated with the
PBL process”

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 What is Problem-based
Learning?
Problem is presented before any
knowledge is given
Students select the knowledge needed,
learn it, and relate it to the problem
Acquired knowledge triggered by the
problem is applied back into the problem
Students evaluate themselves
Starts with the problem rather than with
the exposition of disciplinary knowledge

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 Problem based learning vs
Problem solving..
Problem

Questions
Learning

Understanding Solving
Generalizing
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Why is assessment important?
Because students learn what is
assessed.
Assessment is an authentic companion to
the problem and process.
The assessment used in PBL courses
relates directly back to the nature of the
tasks undertaken and encompasses
processes as well as content.
The assessment also seeks to examine
the level of integration of interdisciplinary
knowledge, skills and behaviors.
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 Problem-Based Learning:
What Should Be Assessed?

Acquisition of a knowledge base

Integration of information
Scientific or analytical reasoning skills
Self-directed learning skills
Individual learning skill
Independent and critical thinking
Learning motivation
Perception of relevant learning

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 Problem-based Learning:
What And How Should Be Assessed?

1. Acquisition of a knowledge MCQ

Resource
base Student note book
person
2. Integration of information

3. Scientific or analytical MCQ

reasoning skills Essay
Resource
4. Self-directed learning skills Student
person
5. Individual learning skill note book
6. Independent and critical MEQ
thinking Direct obs. in GD
Facilitator

7. Learning motivation Direct observation

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Facilitator
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8. Perception of relevant in group discussion
 Assessment of Self-Directed
Study Skills: Student log Book /
Work Book
List of appropriate learning issues that the
students feel they should study, related to /
around the problem
List of learning resources the students use
Systematic, coherent, properly sequenced, and
content relevant students’ note
on the results of their independent and self-directed
study
derived from appropriate selected learning
resources
based on / guided by learning issues developed by
the students
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 How much of the problem can now be
explained? (students self evaluation).
Summary of what they have learned

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 When Should Outcome
Assessment Take Place?
PBL, a guided / highly structured
discovery approach:
specific objectives associated
with each problem
tests can be given after each
problem,
after each module,
at the end of the course (as final
exam)
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 Weighting Of Assessment Results
(Outcome Assessment & Process
Assessment)
Tests after each problemMCQ
item
Tests after each module
essay/MCQitem
Tests at the end of the course
Process assessment results (GD)
Student book note

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 METODE EVALUASI

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 INSTRUMEN
Setiap instrumen evaluasi harus
sesuai dengan tujuan tahap
pencapaian kompetensi.
Bentuk evaluasi : MCQ, OSCE, dll
disesuaikan dengan tahap
pencapaian.

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 TAHAP 1 : General Education

Metode pembelajaran dan pengajaran

pada tahap ini menggunakan
collaborative learning dan PBL.
Penilaian pada tahap ini meliputi uji
tulis.
Modul : PDPT, PBL, Manusia &
Lingkungan Hidup, EBP3KH

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 TAHAP 2 : Medical Sciences
Metode pembelajaran: belajar aktif dengan pemicu
PBL, Ketrampilan Klinik Dasar, dan Pengalaman
Belajar Lapangan (Laboratorium atau wahana
pembelajaran lainnya)
Berupa penilaian kinerja
Formative and sumative test
Penilaian dilakukan dgn
- MCQ
- OSCE (Object Structural Clinical Examination) 
knowledge, skill, attitude, resource implication 
KKD (Ketrampilan Klinik dasar)
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 Formative and sumative test
Formative assessment is a part of the
developmental or ongoing teaching-
learning process delivery of feedback to
the student, with the aim of improving
teaching, learning and the curriculum.
Summative assessment occurs at the
end of a term or course and is used
primarily to provide information about how
much the student has learned and how
well the course was taught
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 TAHAP 3 : Clinical Practice
Menerapkan penilaian kompetensi
pada pasien sesungguhnya (sesuai
Standar Kompetensi Dokter Konsil
Kedokteran Indonesia, 2006)
Bentuk evaluasi : observasi, ujian
lisan, ujian praktek (BST), logbook.

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 Pembobotan (UNTAN) :
Kehadiran 10%
Tugas Terstruktur 20%
Ujian Tengah 30%
Ujian Akhir 40%

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 Nilai Nilai

0-5 6-7 8-10 -5 -3 0

Kadang
Sharing Kurang Kadang2 Selalu Dominasi Ya - Tidak
kadang

Terlam Terlam
Argumen Disiplin/Keha Tepat
Kurang Cukup Baik bat bat
Tasi diran Waktu
> 15’ < 15’

Aktivitas Kurang Cukup Baik

Komunikaassessment/PBL2010/ita_armyanti 02/08/19
20 Kurang Cukup Baik
si
 Exit exam
Uji kompetensi : CBT dan OSCE

PBL_Assessment/PBL2013
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