Evaluation system for Problem-Based Learning (PBL) in students of Bachelor's degree on Nutrition
Abstract
According to the existing literature, one of the main difficulties in the evaluation of activities at the PBL is the definition of instruments that can be used for a formal evaluation. This article aims to propose an evaluation system for the PBL in students of Bachelor's degree on Nutrition. It's a study with a paradigm of mixed type, from a sequential and exploratory model by stages, where used three instruments of mixed nature (qualitative and quantitative) for the systematic data collection: questionnaire of performance evaluation of the students during the tutorial sessions of problem-based learning, assessment scale of essential elements for the performance of a PBL Tutor y self-assessment scale for the student's own design. In the results, the dimension best assessed by the Tutor was the interaction with the Group, with an average of 36 out of 34.68 points, on the assessment scale of essential elements for the performance of a PBL Tutor the highest average was 3 (+/- 0) to item number 1 that evaluates if the facilitator is well informed about the PBL process; for the instrument of the student self-assessment was reported that the highest average value was for item number 2 (4.41 +/- 0.57), which evaluates the clarity in the tutor instruction. In conclusion, the three instruments used in the research led to a value judgment more assertive and precise about the ABP Technology applied in nutrition students through a comprehensive system of evaluation.
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References
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