Abstract
In this paper we discuss the implementation of PBL at the Niigata University Faculty of Dentistry and the development of the modified triple jump as a means of directly assessing problem-solving ability. We observe that, in order for PBL to have an educational effect, learning outcomes need to be properly assessed, and the assessment process needs to comprise more than just assessment of learning. It should also be a learning experience for the student—in other words, assessment as learning.
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Ono, K., Matsushita, K. (2018). PBL Tutorial Linking Classroom to Practice: Focusing on Assessment as Learning. In: Matsushita, K. (eds) Deep Active Learning. Springer, Singapore. https://doi.org/10.1007/978-981-10-5660-4_10
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DOI: https://doi.org/10.1007/978-981-10-5660-4_10
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