The effects of different assessment methods on students' perception in clothing manufacture using problem-based learning

The effects of different assessment methods on students' perception in clothing manufacture using problem-based learning

Implementing problem based learning: Proceedings of the first Asia Pacific conference on problem based learning, the Hong Kong Convention and Exhibition Centre, 9-11 December, 1999

• Chan, Y. L. lnstitute of Textiles and Clothing
• Lai, P. Educational Development Unit, Hong Kong Polytechnic University

• Marsh, Jonathon P.

Hong Kong

The Management Committee

2000

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction
    • GGC Teaching Methods & Their Outcomes
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

It has been a major issue that traditional assessment strategies contradict what we know about the nature of learning fostered by PBL The use of inappropriate assessment methods has been found to negate the effectiveness of PBL (Lai et al., 1997). In this study, students' perception of the subject Clothing Manufacture were compared and analysed in two different situations: 1) A partial PBL implementation in the 1998/99 semester with a final written examination; and 2) A full PBL implementation in the 1999/2000 semester using 100% continuous assessment. Students' perception of PBL is much better when using 100% continuous assessment than when using a final examination. 86% in the former said PBL is good and useful while 50% did so under the latter condition. Subjects of the former group were also asked for their preference on assessment methods. 98% of them preferred continuous assessment and 92% of them were satisfied with the different types of assessment methods and arrangements.

• English

Conference Papers

• 962850553X

https://bibliography.lib.eduhk.hk/en/bibs/1ad3a1c7

2011-05-27