Assessment of Problem-Based Learning (PBL): Poster Presentation as a Tool of Assessment

Rano Mal Piryani; Suneel  Piryani; Nudrat  Zeba; Aamir  Hussain

doi:10.23887/ijerr.v5i2.47468

Authors

Rano Mal Piryani Bilawal Medical College, Liaquat University of Medical and Health Sciences, Jamshoro, Sindh, Pakistan
Suneel Piryani Public Health Professional, Karachi, Sindh, Pakistan
Nudrat Zeba Coordinator for Integrated Module-based Hybrid Curriculum, BMC, LUMHS Jamshoro, Sindh, Pakistan
Aamir Hussain Assistant Professor of Physiology, PBL Coordinator, BMC, LUMHS Jamshoro, Sindh, Pakistan

DOI:

https://doi.org/10.23887/ijerr.v5i2.47468

Keywords:

Assessment, PBL, Poster presentation

Abstract

Assessment is considered the single most significant determinant of learning that influences student learning behavior broadly. However, assessment in the context of PBL requires a constructive alignment between PBL objectives and assessment, which can be achieved through an integrative assessment approach. This study aimed to assess the performance of groups of students participating in PBL for poster preparation and presentation on criteria-referenced. This type of research is descriptive research. The methods used in collecting data are observation and questionnaires. The instrument used in this research is a questionnaire. The techniques used to analyze the data are descriptive, qualitative, and quantitative. The study results were that half of the students scored less than 50% in designing posters on the "subject content of each poster of the courses covered in PBL. Two groups scored more than 9 (out of ten), 6 groups more than 8 (out of ten), and 2 groups of 7 (out of ten). Seven groups scored 4.25 or more (out of 5), and three groups were between 3 and 4 (out of 5) for verbal poster presentations. The substandard student group performance on poster design was excellent on "subject content" and outstanding for verbal poster presentations.

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