Assessment Strategies in Problem-based Learning

Project Overview
Project Title	Assessment Strategies in Problem-based Learning
Project Leader	Prof Mike So
School / Dept	SBM / ISMT
Project Duration	Nov 2006 - Oct 2007
Project Description	The project developed assessment strategies to align effectively teaching methods and learning outcomes to assessment in problem-based learning.
Project Outcome	This project developed a set of effective assessment strategies for problem-based learning (PBL) activities (for a small class teaching - less than 50 students - and not limited to business and finance domains) to align effective teaching methods and learning outcomes. It aimed at establishing a benchmarking of assessment strategy for such students-centered learning activities. In-class PBL activities: Role-play activities include students' presentation, group discussion and debate and essay report. Students will be assessed by lecturers' observation from the aspects of innovative and feasible solutions, critical thinking, discussion and presentation techniques. Authentic business projects: Commitment contract sign-up (Completeness of the Business Project and Confidentiality of Information) is proposed. Students who cannot fulfill this commitment may subject to penalize on grade deduction in this course. One copy is kept by students. Incentive to students: Students are encouraged to ask for a reference letter from the company at the end of the project. Regular meeting with students and regular progress reports are required to keep track the students' progress. Any problem will be discovered at the early stage and teachers could provide immediately support to students. An interim meeting with clients to collect project comments. Peer assessment (no advance notice is given to students) is arranged in examination session.
Status	Completed
Project Documents (Only accessible by HKUST users)	Project Plan Progress Report: First \| Second \| Final Report
Adaptation	Full Project

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