Javier Bilbao, Concepción Varela, Carolina Rebollar, Eugenio Bravo, Olatz García



Selecting Assessments for Problem Based Learning

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Learning environments accompanied by collaborative projects as a strategy are reverted to different types of activities and the use of different spaces that make students experiences not focus on the classroom or the life itself of the university institution. It is essential that the world be exploited by searching its interaction with it in a variety of ways, and that through its experience it approaches learning. Higher Education is changing very fast in the last years and nowadays it seems obvious that active methodologies must be part of the educational system. The question is not if this type of strategies will work or not, but how to implement them. And the answer is that it depends of a several factors, from the size of the group of students in the class to the type of the subject related to some field. This paper has two parts: in the first one, some these active methodologies are presented, with more emphasis in the Problem Based Learning (PBL). The second part is a presentation of different assessments, which can be developed inside PBL, or can be a point of comparison in order to choose the best one for each case.


Problem Based Learning, assessment, active methodologies, education, teaching, learning


Cite this paper

Javier Bilbao, Concepción Varela, Carolina Rebollar, Eugenio Bravo, Olatz García. (2018) Selecting Assessments for Problem Based Learning. International Journal of Education and Learning Systems, 3, 129-133


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