Book chapter 2020

Student-centered assessment practices: an integrated approach with project-based learning (PBL)

FS
Fernandes, Sandra Raquel Gonçalves
 AA
Alves, Anabela C.
 UM
Uebe Mansur, Andre Fernando
Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning
Journal · pp. 213-242
Abstract

This chapter aims to describe the assessment practices used in a PBL (project-based learning) approach, adopting an integrated view, where teaching, learning, and assessment are student-centered. It explores the assessment methods, moments and participants in the teaching and learning process. Assessment procedures, criteria, and tasks will be carefully presented, as well as the benefits and constraints which they entail. Based on the significant and consolidated experience acquired with the implementation of PBL, since the year 2005, in this context, along with the scientific research produced to continuously evaluate and improve this learning approach, authors will present guidelines for the successful implementation of student-centered assessment practices in the context of PBL approaches in higher education. © 2021 by IGI Global. All rights reserved.

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Author Affiliations
Universidade do Minho, Braga, Braga, Portugal
Department of Psychology and Education, Portucalense University, Porto, Porto, Portugal
Instituto Federal de Educação, Ciência e Tecnologia Fluminense – IFFluminense, Campos dos Goitacazes, RJ, Brazil
Funding & Acknowledgements
No funding information
References 10 References
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4 Alves, Anabela C., Tutoring experiences in PBL of industrial engineering and management program: Teachers vs students, ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE), 5, (2017)
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9 Alves, Anabela C., Industrial engineering and management PBL implementation: An effortless experience?, International Symposium on Project Approaches in Engineering Education, 9, pp. 117-127, (2019)
10 Linguagens Em Uso Nas Engenharias Edifurb, (2014)
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