Challenge-Based Learning (CBL) in Engineering: which evaluation instruments are best suited to evaluate CBL experiences?

Abstract

The Tecnologico de Monterrey (ITESM) has implemented the Tec21 Educational Model, based on four fundamental pillars: challenge-based learning (CBL), flexibility, inspiring trained teachers and a comprehensive educational experience that makes it memorable. The purpose of this study was to evaluate the results of the exercises on the implementation of CBL experiences in three engineering areas within the campus: mechatronics, mechanical and biotechnology. First, the transformation of teachers to adopt CBL as a didactic technique is described, and secondly, the implementation of CBL experiences with external training partners. Results here presented indicate that students gain more knowledge using CBL, however, teachers require an appropriate training program and a prior design of proficiency assessment instruments. When testing different evaluation instruments, the most objective and clear for CBL according to the surveys between teachers and students were the checklists and the evaluation rubrics. This study indicates that through experience we approach to create an increasingly adequate, transparent and fair evaluation system to evaluate CBL experiences.