This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Gijbels, D. Articles by Segers, M. Search for Related Content Social Bookmarking                         What's this?

Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment

University of Antwerp

Filip Dochy

University of Leuven

Piet Van den Bossche

University of Maastricht

Mien Segers

University of Leiden and University of Maastricht

This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and principles to conditions and procedures for application. PBL had the most positive effects when the focal constructs being assessed were at the level of understanding principles that link concepts. The results suggest that the implications of assessment must be considered in examining the effects of problem-based learning and probably in all comparative education research.

Key Words: assessment • meta-analysis • problem-based learning

Review of Educational Research, Vol. 75, No. 1, 27-61 (2005)
DOI: 10.3102/00346543075001027


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. H. Anderson and L. Lawton Business Simulations and Cognitive Learning: Developments, Desires, and Future Directions Simulation Gaming, April 1, 2009; 40(2): 193 - 216. [Abstract] [PDF]

				P. Gossman, T. Stewart, M. Jaspers, and B. Chapman Integrating web-delivered problem-based learning scenarios to the curriculum Active Learning in Higher Education, July 1, 2007; 8(2): 139 - 153. [Abstract] [PDF]