Assessment of Adaptive PBL's Impact on HOT Development of Computer Science Students

Autor/inn/en	Raiyn, Jamal; Tilchin, Oleg
Titel	Assessment of Adaptive PBL's Impact on HOT Development of Computer Science Students
Quelle	In: Journal of Education and Practice, 6 (2015) 30, S.51-58 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Problem Based Learning; Thinking Skills; Computer Science Education; Learning Strategies; Computer Assisted Testing; Skill Development; Learning Processes; Teacher Student Relationship; Educational Assessment; Student Evaluation; Critical Thinking + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Denkfähigkeit; Computer science lessons; Informatikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Kritisches Denken
Abstract	Meaningful learning based on PBL is new learning strategy. Compared to traditional learning strategy, the meaningful learning strategy put the student in center of the learning process. The roles of the student in the meaningful learning strategy will be increased. The Problem-based Learning (PBL) model is considered the most productive way to encourage development of higher order thinking. In this paper we introduce application of an innovative approach to complex, adaptive, and computer-mediated assessment of HOT skills development of individual students. The complexity of assessment is expressed by forming the combined creative and analytical assessments of HOT skills. Analytical assessments skills are focused on evaluating, selecting, contrasting, comparing, and ordering. Creative Assessment adaptation is provided for individual students as for a study group. Creative assessments skills are focused on originality, efficiency, flexibility, problem finding, and elaboration. Results showed that PBL changes the learning process in many ways. It changes the relationship between learner and teacher, and has an impact at the learner level. The class has been re-organized and re-evaluated according of the principles of PBL. From the teacher's perspective, PBL demands fundamental and deep reflection on work practices. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01