Hi,

please explain a bit more about your target (why do you want to know the individual participation level from outside the group, and not let them rate ingroup) and the setting (kind of tasks, organisation/size of the group a.s.o ).

A good start for your research question (to foster the outcome of the pbl course domain specific and domain general) could be the frequence/length of participation and/or the transactivity level of the student's participation and/or.....

Take into account also the previous knowledge, the level of expertise (d general and d spec.) of the students in the group. -> scripting a group's activity might solve your problem.

I would suggest that the facilitator's role is important as well in guiding the students - so you could assign them tasks to allow everyone to engage in discussion with the group to an equal level - I would also suggest that the understanding of the concepts is more important and there are different ways to demonstrate that - you could ask them for example - but to the extent that you believe participation is measurable, then you are looking for specific behaviours and it goes back to what behaviours you want to look for and why you think they are important - then you make a list and start counting - I just do not agree that will tell you much about learning.

You may wish to purchase my book on "PBL Made Simple: Lessons for the classroom".

Thank you very much. Let say my Students are in their first semester in undergraduate programme and taking engineering course. In this case, they are novice students because they are lacking of group skills and etc. Does anyone has specific measurement rubric that can be shared here?

Hello,

I use this Self- and Peer-Assessment of Collaborative Behaviors rubric. Perhaps it will be of use to you, too.

Best wishes,

Barb

Article Peer- and Self-Assessment of Collaboration CC BY-NC 4.0

This approach was different from what is traditionally considered as PBL where learning begins after students are confronted with an ill-structured problem. Our results from the PBL survey indicated that 80% of the students found that the “lectures and labs provided them with sufficient background knowledge to understand and solve the PBL case.”

Modified problem-based learning (PBL)Process

A modified problem-based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study that described milk quality problems that could be encountered by the dairy industry. Each week, students received a set of case disclosures containing relevant information that assisted in solving the case. Students were asked to present their findings at the end of the course in the form of a written “consultant’s report.” In addition, students were given a survey asking for feedback on the PBL exercise, and the usefulness of having the lectures and labs prior to the PBL experience.

https://www2.cead.ufv.br/abp/wp-content/uploads/docs/Incorporating-a-Modified%20Problem-Based-Learning.pdf

Divide the students into groups

Ibrahim, how would you measure the students' participation after you divided them into groups? By the way, I can also offer a recently published article about designing collaborative activities, including grouping strategies.

Hall, B. M. (2014). Designing collaborative activities to promote understanding and problem solving. International Journal of e-Collaboration, 10(2), 56-73. doi:10.4018/ijec.2014040104

Article Designing Collaborative Activities to Promote Understanding ...

I created a method for PjBL (Multi-Role Project) free available at http://mepulco.net (in english and french)

In this method I ask to my student to create and maintain a logbook and a summary of activities

Learn to create and maintain these two documents is a part of pedagogical goals that students have to master

There are many active learning models and each can use roles with performance criteria and performance measures in each of the growth areas that you want to develop:

  1)  Leadership

  2)  Recording of Learning 

  3)  Reflection/Self-assessment of team performancce

  4)  Spokesperson 

  5)  Critical Thinker - inquiry - 

Set of measures (Leadership, Teamwork, Oral Communication, self-assessment, engaged learner, critical thinking, levels of inquiry)

This means that each performer in the PBL process has a set of performance criteria and measures so they can grow their performance and then rotate roles during each new experience so they can develop a full set of self-directed learner behaviors.

Hi, Bonnie,

I am not aware of any application of the rubric to pre-med instructional environments. Let me know if I can support your research design or use of the rubric.

Take care,

Barb

i am assessing students participation based on behavior, oral, confidence and group skills. Behavior can be active or passive, oral can be talkative or silent, confidence level could be high or low, and group skills could be excellent or poor.

using collaborative Strategy

Good Answer Daniel K. Apple