Characteristics Of Problem-based Learning Research Articles

Penerapan model pembelajaran problem based learning untuk meningkatkan gambaran keterampilan berhitung pada siswa kelas IV SD

The application of numeracy skills is a skill that must be possessed by students with feedback. This study aims to determine the PBL learning model in the application of numeracy skills to elementary school students. This research is motivated by the problems that occur, namely the lack of numeracy skills in students of SDN 197 Karang Taruna Karangsari. Based on this, the researchers used the PBL (Problem Based Learning) model to overcome problems at SDN 197 Karang Taruna Karangsari. Numeracy skills from experts are very relevant to describe numeracy skills using the PBL (Problem Based Learning) model which has the characteristics of problem-based learning. The research method used is descriptive qualitative research. The research subjects were fourth grade students at SDN 197 Karang Taruna Karangsari totaling 40 students. Based on the results of the study, it showed that students' numeracy skills were very good, learning was also very enjoyable and students were more confident about learning through a problem-based learning model. It can be said that this PBL learning model is very relevant in knowing the description of numeracy skills in class IV students at SDN 197 Karang Taruna Karangsari.

Implementasi Pengembangan Bahan Ajar Berbasis Masalah untuk Meningkatkan Kemampuan Literasi Siswa

Teaching materials are one of the important elements that influence the success of the learning process. One of the teaching materials used in the learning process is the module. Problem-based teaching materials are presented with steps that begin with problem exposure, problem identification, material exposure, and problem solutions. Teaching materials presented in addition to teaching materials are also equipped with student worksheets so that they support the problem-based learning process. The material in teaching materials contains mathematical literacy which is very important in learning mathematics. Mathematical literacy is the ability of students or students to formulate, apply, and interpret mathematics in various contexts, including the ability to perform mathematical reasoning and use the concept of procedures, facts, and mathematical tools, to describe, explain, and predict a phenomenon or event. The stages of teaching materials developed are in accordance with the characteristics of problem-based learning that are developed and can improve students' literacy skills

ANALYSIS OF ONLINE LEARNING SERVICES’ STUDENT SATISFACTION USING THE IMPORTANCE-PERFORMANCE ANALYSIS APPROACH

Background: The education sector is adapting in order to suppress the spread of the Corona Virus-19 through distance learning policies. Universities are required to continue to carry out teaching and learning activities using online learning method, including medical education. Medical education has the characteristics of problem-based learning, which consists of theoretical lectures, tutorials, laboratory sessions, and skills labs for clinical skills. The implementation of online lectures needs to be evaluated with measurable instruments to identify obstacles and determine the direction of improvement. The study aims to determine the gap in the quality of online lecture services and the direction of service improvement using the importance-performance analysis method.Methods: This study was conducted by the survey method using a quantitative approach. Questionnaires were distributed to 250 students from 684 populations in the Sebelas Maret University medical study program. The results of the study were analyzed using Importance-Performance Analysis.Results: Out of the 24 attributes, the IPA analysis showed five aspects need to be improved. Attributes in quadrant I as main priorities are responsiveness of lecturers, responsiveness of education staff, technical assistance in online learning constraints, suitability of materials, access to contact lecturers, and communication between lecturers and students.Conclusion: According to the results of the importance-performance analysis method approach, student satisfaction will be achieved by improving services that are in quadrant I, which is the implementation of online learning.

Meningkatkan Kemampuan Penalaran Dan KomunikasiMatematis Dengan Menggunakan Model Problem Based Learning (PBL)

This research is a Classroom Action Research which aims to improve mathematical reasoning and communication skills using the Problem Based Learning (PBL) model. The subjects in this study were all students of class VIII-1 MTs. TPI Medan, totaling 30 students. This research was conducted in 3 cycles, namely the first cycle consisting of 2 meetings, the second cycle 2 meetings and the third cycle 2 meetings. The instruments used in this study were observation guidelines, cycle tests, student response questionnaires, interview guidelines and documentation. The results showed that the students' mathematical reasoning and communication skills in class VIII-1 MTs. TPI Medan experienced an increase from cycle I, cycle II and cycle III. This was shown by 29 students or 96.66% experiencing an increase in mathematical reasoning and communication skills based on the total score of aspects of mathematical reasoning and communication skills. The average percentage of test scores increased from 46.58% in cycle I to 55.86% in cycle II and to 83.14% in cycle III in the high category. Based on the results of observations of the implementation of learning with the PBL model, it is good and in accordance with the characteristics of PBL. This is indicated by an increase in the average percentage of implementation from 85.71% in cycle I to 92.86% in cycle II and to 100% in cycle III. Based on the results of the interviews and data from the questionnaire results of students' responses to learning mathematics in relation to mathematical reasoning and communication abilities, there was an increase from cycle I, cycle II and cycle III. Thus, students have a positive response to learning mathematics with the PBL model as an effort to improve mathematical reasoning and communication skills.

Problem-Based Learning in Graduate and Undergraduate Chemistry Courses: Face-to-Face and Online Experiences

The problem-based learning (PBL) methodology has been applied in a set of chemistry courses at the University of Barcelona to determine the main factors that are relevant to a satisfactory application of this educational approach in different contexts (from undergraduate to master subjects). The exceptional situation resulting from the COVID-19 pandemic has also forced us to adapt this methodology from the traditional face-to-face modality to an online version. Thus, the resulting comparative study has allowed us to identify the main aspects of each subject, student background, and modality used, which are relevant to a satisfactory application of PBL. In general, the application of the PBL methodology using Moodle and BBCollaborate as live teaching platforms has a positive impact on student learning and satisfaction. Interestingly, although the face-to-face implementation is preferred to the online modality, students evaluate positively the application of online PBL with respect to the traditional online teaching. Thus, the intrinsic characteristics of PBL, which enhance the learning motivation with suitable problems to be solved in groups, makes this required collaborative work a key point to facilitate student learning.

Comparison of the Effect of Two Hybrid Models of Problem-Based Learning Implementation on the Development of Transversal and Research Skills and the Learning Experience

Problem-based learning (PBL) provides an encouraging learning environment to develop transversal and research thinking skills. However, how PBL is implemented into a curriculum can be critical for achieving these outcomes. This study compares two hybrid PBL implementation models applied in a health sciences school: a PBL-module integrated into the subjects of a traditional curriculum and full interdisciplinary PBL-courses. 651 students were involved, with 330 taking the PBL-module and 277 taking the PBL-courses. Students’ and tutors’ perceptions about the acquisition of the skills as well as their satisfaction with the learning experience were compared. The results showed that in the interdisciplinary PBL-courses, both students and tutors perceived a significantly higher acquisition of these skills. In addition, they also find the methodology more useful and are more satisfied with the learning experience than in the PBL-modules. A strong correlation was also observed between the acquisition of transversal and research skills and the perceived usefulness of PBL and overall satisfaction with the experience. This study provides new evidence on the characteristics of PBL that favor the development of these skills.

Development of Problem-based Motion Graphic Video on the Global Warming Theme to practice High-Level Thinking Skills and Collaborative Ability for Junior High School Students

Higher order thinking skills are an important part of the 21st century because it demands that a teacher be able to foster students' thinking abilities. In addition, the demands for special skills that need to be empowered in learning activities that must be possessed are collaboration skills. The results of the observations show that SMP N 38 Semarang still needs to be developed to deliver students to have higher-order thinking skills and collaboration abilities. Problem-based motion graphic video media is one of the media developed to train higher-order thinking skills and collaboration skills of students. The results of the feasibility analysis of the media before being tested were very feasible with an average percentage of 95.8% of the results of the media experts and 92.6% of the results of the validation of the material experts. The characteristics of video motion graphics are (1) a two-dimensional animation media, (2) the motion graphics developed based on the characteristics of problem-based learning, (3) contain question exercises combined with motion graphics that can train students' high-order thinking skills, (4) there are discussion activities that can train collaboration skills, (5) it can be used anytime and anywhere. The results of the analysis of high-order thinking skills of students got a percentage of 68% in the good category. The results of the discussion analysis on collaboration ability get a percentage of above 62.5% in the very good category and the good category.

The Relationship Between Autism Symptomatology, Performance, Experienced Problems, and Benefits in Problem-Based Learning Curricula

The attention for supporting students with autism spectrum disorder (ASD) at university has recently grown. However, no research to date has looked into the fit between autism symptomatology and a specific form of education, problem-based learning (PBL). To examine the fit between individuals scoring high on the autism spectrum and the characteristics of PBL, a new questionnaire was developed that focuses on the core elements of PBL: learning as a constructive, self-directed, collaborative, and contextual process. This new questionnaire and an ASD symptomatology questionnaire, the Autism-Spectrum Quotient (AQ), were filled out online by university social sciences and humanities students. The findings show that higher ASD symptomatology predicted experiencing more problems (F(3, 103) = 15.24, p < .001, R 2 = .31) and fewer benefits (F(3, 103) = 10.28, p < .001, R 2 = .23) of PBL. However, these experiences were not accompanied by lower grades (F(3, 103) = 0.36, p = .784, R 2 = .01). These results are in contrast with previous findings from traditional, lecture-based curricula, in which students scoring high on the autism spectrum perform worse than students scoring low on the autism spectrum. The discrepancy between experiencing more problems and less benefits but no effect on performance is explained by accommodation and desirable difficulties, stating that the characteristics offered by PBL might help students scoring high on the spectrum develop the skills necessary to succeed in (university) education.

PBL LANGUAGE CASE-DESIGN MODEL: THE ISSUE ON ‘ILL-STRUCTUREDNESS’

Problem-Based Learning (PBL) aligns with approaches required in second language learning and teaching in which students learn the target language by practicing it and thus, making it an acceptable pedagogical choice to cater for the need of the language learners. Case/Problem is the core element in PBL. The important characteristics of PBL include students learning with an ill-structured problem in which the problem acts as the starting point to structure the learning agenda. However, due to lack of knowledge and experience in crafting cases and the scarcity of case design models for language, practitioners often find it challenging to employ PBL approach in their classrooms. This research aims to study the feasibility of using the 3C3R Case-Design Model (Hung, 2006) in terms of ‘case ill-structuredness’ in crafting PBL cases for a General English Proficiency (GEP) Course. In this Action Research approach, four steps (planning, action, observation and reflect) were closely followed within two cycles of the action research procedure. Data collection tools were observation checklist and focus group interviews with a group of English language practitioners which was then analyzed using content analysis for emerging themes. The findings revealed some significant themes pertaining to the need for adaptation and inclusion of other components in the model to craft PBL cases for language courses. One of the significant themes was on ‘ill-structuredness’ as a component to be included in the 3C3R model. The findings also suggest the importance of the emerging PBL Language Case-design Model for language teaching which is expected to be a reference not only for English Language practitioners with limited case-design knowledge but also practitioners teaching other languages, for their specific classroom goals.

Can hybrid educational activities of team and problem based learning program be effective for Japanese medical students?

Background The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. Methods A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Results Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Conclusions Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

PROBLEM-BASED LEARNING IN SYNCHRONOUS NETWORKED ENVIRONMENTS: COMPARING ADOBE CONNECT AND SECOND LIFE

We describe our experiences with two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. We collected data in two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis (qualitative methods). We compare the two environments through the lens of problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge). AC’s strength is its easy-to-use interface and its high-quality audio and video streaming that support facial expression and gesturing in communication. The SL interface is more complicated to learn, but it allows for movement in virtual reality by an avatar and interaction with three-dimensional (3D) objects. The avatar makes the users feel less apprehensive during communication.

SPECIAL ISSUE - “COMMUNICATION, DESIGN AND LEARNING”

This special issue of seminar.net is the result of a collaboration between teachers at the two master programmes, “Communication, Design and Learning” at the University of Oslo and “ICT Supported Learning” at the Oslo and Akershus University College of Applied Sciences. For 2013-2015, we received a grant from Norgesuniversitetet to develop partnership, flexible teaching and study methods, and to increase learning outcomes among students. The four papers represent the first research results from our project. We are grateful to Norgesuniversitetet for its support.Per HetlandGeneral editorThe first paper, by Per Hetland and Anders I. Mørch, both from the University of Oslo has a title called “Ethnography for Investigating the Internet”. They describe the field by giving an overview of the competing concepts, and argue for their chosen path. They point at important crossing roads and selections that needs to be taken for future research.Jan Erik Dahl, also of The University of Oslo, presents the paper “Supporting learning through epistemic scaffolds embedded in a highlighter tool”. It explores how the use of the tool was used to support students’ readings and discussions of research articles. He argues that the use of annotation technologies in education is increasing, and that annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. Dahl criticises some of the underlying assumption of present research in the field and suggest that one needs to look for the active co-construction that students do in collaboration with others.Monica Johannesen and Leikny Øgrim, of the Oslo and Akershus University College of Applied Sciences, has collaborated with Ole Smørdal of the University of Oslo on the paper “Facebook as an actor - a case of students negotiating their social presence in an online course”. Their paperreports on a study of a higher education online course based on asynchronous communication. In the selection of technology for online discussions they aimed at creating a sense of togetherness among the teachers and the students. Their choice proved to be a insightful experience of how the differences of agency of a virtual learning environment (VLE) are compared to social media when it comes to social presence.Anders I. Mørch of the University of Oslo has collaborated with Louise Mifsud and Bård Kjetil Engen, of Oslo and Akershus University College of Applied Sciences on the fourth paper, called “Problem-Based Learning in Synchronous Networked Environments: Comparing Adobe Connect and Second Life”. Their approach was to compare experiences from using two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. Data were collected from two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis. They focus on problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge).General sectionIn addition to the four papers in the special issue of Seminar.net, we also contribute with two more papers.David Hallberg, representing both The Swedish Red Cross University College and the Stockholm University, has written a paper with Henrik Hansson and Anders G.Nilsson, also from Stockholm University called: “Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning”. The paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. The researchers collected data from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also made it possible to draw conclusions about the connection between learning in and outside school environments.Trine Fossland, of University of Tromsø UiT The Arctic University of Norway, presents the last paper in this issue. Her paper, “Stories of technology-enhancement in higher education – a critical approach”, continues a critical stance of educational technology, suggesting that even if there is a large body of research on technology-enhanced learning, questions related to the educational effectiveness of technology use still needs to be questioned. She argues that “digital innovators’” stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Her paper relies on biographical interviews with “digital innovators”. Her findings suggest that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education. Yngve Nordkvelle

Social Issues and Problem-based Learning in Sociology

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment. This teaching note describes the key characteristics of PBL, discusses practical approaches to its use in a variety of sociology courses, and offers sample case studies. We evaluate student experiences with PBL and consider its broader applicability.

Cultivating creative problem solvers: the PBL style

After decades of research, we now know that creativity is a multidimensional construct that involves variables from the domains of personality, environment, and cognition. A construct with such level of complexity, as we know from past research, cannot be effectively learned through traditional lecture-based instruction. Rather, the formation of this type of ability is a cultivation process. Problem-based learning (PBL) is an instructional method that holds promise for cultivating students’ creativity. The characteristics of PBL provide well-aligned instructional affordance for not only fostering students’ development of necessary ability, knowledge, and skills for creativity to occur, but also providing a learning environment that supports the cultivation process. In this paper, an analysis of the characteristics of creativity as well as a description of the main features of PBL will be discussed. Furthermore, the details of the alignment between PBL’s affordance and the characteristics of creativity will also be provided.

Problem Based Learning Approach in the Designing of E-content for Engineering Courses

In Malaysia, there is a growing recognition for innovative teaching and learning methods, such as Problem Based Learning (PBL), in engineering education in order to develop competence graduates. The development of Information and Communication Technology (ICT) in education has given new impetus to the instructor to improve the quality of education and to meet the current education of the 21st century. The use of e-learning in teaching and learning (T & L) is seen an alternative to produce knowledge workers. The discussion of this paper will look at the development of ideas, concepts and findings of past studies on the use of online PBL. The outcome of this discussion will provide an overview of (i) the background of PBL, (ii) the development of PBL in engineering field, (iii) the application of online PBL approaches for engineering courses and (iv) the model and the characteristics of PBL. In conclusion, the outcome of the discussions found that e-content materials are required in the engineering field due to the lack of theoretical framework and engineering pedagogy as well as the best method of online PBL implementation in designing and developing e-content materials based on PBL.

An Educational Administration Internship Model at One Historically Black University: A Problem-Based Approach

The doctorate in educational administration is a relatively new degree at many small colleges, including some historically Black universities and colleges. The advent of such a program has allowed for innovations in higher education for the predominantly minority populations who attend these universities; furthermore, using problem-based learning as a pedagogical approach for the yearlong administrative internship has proven to be a sound method for this clientele. The elements and characteristics of problem-based learning provide the context that suited candidates in the program of focus here. These candidates had established the practice of working together in the classroom such that it was a natural progression to the field internship as a problem-solving activity that gave them autonomy and control, as well as the chance to practice the collaborative skills garnered during the classroom activities with fellow students. This article presents examples of three case studies drawn from projects identified by practicing administrators who served as mentors for students.

Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning.

Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning. Self-regulation (SR) is the ability and willingness to effectively use and monitor cognitive strategies. Problem-based learning (PBL) emphasizes meaningful learning through solving ill-structured problems. PBL, as a constructivist learning environment, affects students' epistemological beliefs (EBs) and self-regulation learning (SRL). The purpose of this study was to investigate the change in EBs and SRL between pre- and post-PBL. The subjects were 123 third-year medical students who attended Chonnam National University Medical School (CNUMS), Korea. Participants had to fill out a questionnaire concerning epistemological beliefs and self-regulated learning before and after PBL. Students' EBs about rigid learning was positively changed; however, certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. Students' SRL related to self-efficacy and self-regulation was significantly improved in PBL. There was no significant change with regard to internal value, cognitive strategy, and anxiety. EBs on certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. This result may be due to other leaning environments besides PBL i.e., the lecture-based objective learning environment of medical school. It is suggested that partial PBL cannot fully change students' EBs to higher levels. Students' SR about self-efficacy and self-regulation was significantly improved in PBL. The characteristics of PBL: small-group discussion and co-operative team activity, as well as students-centered learning environments, facilitate self-efficacy, and self-regulation.

Revival of the case method: a way to retain student-centred learning in a post-PBL era

Background: In current renewal of medical education, problem-based learning (PBL) is the predominant approach. PBL is afflicted with limitations, which cause uncertainness about its future. A profoundly different approach is the case method, developed a century ago and today attracting much less interest in developmental work than PBL.Aim: To compare the characteristics of PBL and the case method and ask the question of whether the case method may serve as an alternative approach to student-centred learning.Method: The comparison was literature-based.Results: PBL implicates fostering of self-directed learning and its prospects deal with depth and retention of knowledge and clinical reasoning skills. Problems are used to define learning goals and to stimulate students’ interest in various aspects of an item, rather than just for problem-solving. In the small-group tutorials of a PBL curriculum, the teacher is assigned to facilitate the process of self-directed learning and needs not necessarily be a subject-matter expert. In spite of its exciting philosophy and an increased input of students’ and teachers’ time, the superiority of PBL as a mode of learning has not been convincingly demonstrated, either in terms of acquisition of knowledge or in clinical performance. Moreover, dysfunction is a well-recognized phenomenon. In some PBL tutorials, indifference towards the group discussion is encountered, including individual quietness or dominant behaviour and incomplete attendance. To cope with dysfunctional problems, efforts are recommended aiming to increase PBL tutors’ and students’ understanding of the group process. As opposed to PBL, the case method relies strongly on teacher-directed learning. Students are placed in a dilemma or a problem to be solved. After preparatory work, they meet for a discussion, lead by a subject-matter expert, who preferably has experienced the case in reality. As a chairperson, the teacher is supposed to stimulate the discussion and detect gaps and misunderstandings. Due to its teacher-dependent approach to learning, the case method is less susceptible to group dysfunction. The case method is also less resource consuming, primarily because it can be practised in groups several times larger than those of PBL.Conclusion: A revival of the case method seems warranted as an alternative means of interactive learning, which is simpler, easier to realize and less time-consuming with regard to both institutions and students.

The promise of problem-based learning for training pre-service technology teachers

This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: 1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? 2) To what extent do student teachers transfer their own experiences of PBL to the authentic classroom situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment. (South African Journal of Higher Education: 2003 17 (1): 39-46)

Quality standards for new modes modes of assessment. An exploratory study of the consequential validity of the OverAll Test

During the past decade, due to societal developments, methods of instruction as well as the assessment of students’ performances have changed to an important considerable extent. Two of the elements of this change are the accents on cognitive competencies such as problem solving and on learning in an authentic context. In conjunction with the development of such learning methods, new modes of assessment were implemented. It was expected that this change would have positive feedback effects on learning and teaching. These feedback effects are the central issue of this article. They are discussed in terms of the experiences of the Maastricht School of Economics and Business Administration. This school places the analysis of authentic problems at the core of the curriculum, including the learning process as well as the assessment system. The OverAll Test, a case-based assessment instrument aiming to assess problem solving skills, was implemented as part of this. Different quality issues related to the OverAll Test have been evaluated. This article presents the results of one of the four validity studies conducted; an exploratory study of the consequential validity of the OverAll Test. It starts with the an outline of the main features of the new modes of assessment and the OverAll test as an example. There is then a discussed discussion of effectively the OverAll test fits these features as well as the goals and characteristics of problem-based learning. The study of the consequential validity of the OverAll Test is then described in depth. The results of the survey, as well as the results of the semi-structured interviews with staff and students, indicate a friction between the intended characteristics of the learning and assessment environment and the practice of instruction and assessment.