Abstract
The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students’ critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.
Highlights
The second is aimed at the exploration of the philosophical grounds of Problem-based learning (PBL) that reflect the epistemological transformation in higher education [5,6]
The article supports the idea that PBL reflects an epistemological transformation in higher education and enables development of the general view of the new understanding about teaching and learning
PBL principle-based assessment is considered to be an inseparable part of PBL as an innovative educational strategy
Summary
Problem-based learning (PBL) is one of the strategies enabling students to develop the mindset of future professionals and gain problem analysis and solving skills. If viewed as a clearly and comprehensively described teaching and learning method, PBL seeks to enable students to gain practical experience and enhance problem-solving and self-directed learning skills. PBL is emphasized as an educational strategy and philosophy that is important when responding to the contemporary needs of society. This means that, instead of being viewed in narrow terms, as a method, PBL is treated as a set of notions about teaching and learning by highlighting the broad and flexible opportunities offered by it [1,7,8]. Key features of PBL translate into elements of an innovative educational technique, and create conditions for a new approach towards educational theory and the practice and emergence of new roles of the participants in the study process
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