Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania

The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take plac...

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Autores principales:	Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė, Daiva Malinauskienė
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	learning problem-based learning assessment process student experiences higher education Education L
Acceso en línea:	https://doaj.org/article/17f8fd53505140389c7219bb83e239c2
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spelling	oai:doaj.org-article:17f8fd53505140389c7219bb83e239c22021-11-25T17:23:17ZParticipation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania10.3390/educsci111106782227-7102https://doaj.org/article/17f8fd53505140389c7219bb83e239c22021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/678https://doaj.org/toc/2227-7102The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students’ critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.Jurgita LenkauskaitėRemigijus BubnysErika MasiliauskienėDaiva MalinauskienėMDPI AGarticlelearningproblem-based learningassessment processstudent experienceshigher educationEducationLENEducation Sciences, Vol 11, Iss 678, p 678 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning problem-based learning assessment process student experiences higher education Education L
spellingShingle	learning problem-based learning assessment process student experiences higher education Education L Jurgita Lenkauskaitė Remigijus Bubnys Erika Masiliauskienė Daiva Malinauskienė Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
description	The article explores the idea of change in the higher educational process that is implemented via the problem-based learning strategy. Problem-based learning (PBL) is widely understood as an epistemological transformation in higher education. It is emphasized that the transformation should take place throughout the educational process, and assessment is an inseparable and very important part thereof. The study was aimed at revealing the experiences of participation in the assessment processes in PBL of students attending social science programmes in Lithuania. The empirical study, employing a semi-structured interview method, has shown that the students feel empowered when they have the opportunity to assess the entire educational process and (self-)assess the efforts related to the possibilities to become actively engaged in improvement of the assessment strategy. The study has also shown students’ critical approach to the previous experience of assessment in the educational process. Difficulties of student participation in the assessment process in PBL were also identified. They were largely due to the change in the assessment system employed by the teacher and the manifestations of student bias when participating in (self-)assessment.
format	article
author	Jurgita Lenkauskaitė Remigijus Bubnys Erika Masiliauskienė Daiva Malinauskienė
author_facet	Jurgita Lenkauskaitė Remigijus Bubnys Erika Masiliauskienė Daiva Malinauskienė
author_sort	Jurgita Lenkauskaitė
title	Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
title_short	Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
title_full	Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
title_fullStr	Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
title_full_unstemmed	Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania
title_sort	participation in the assessment processes in problem-based learning: experiences of the students of social sciences in lithuania
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/17f8fd53505140389c7219bb83e239c2
work_keys_str_mv	AT jurgitalenkauskaite participationintheassessmentprocessesinproblembasedlearningexperiencesofthestudentsofsocialsciencesinlithuania AT remigijusbubnys participationintheassessmentprocessesinproblembasedlearningexperiencesofthestudentsofsocialsciencesinlithuania AT erikamasiliauskiene participationintheassessmentprocessesinproblembasedlearningexperiencesofthestudentsofsocialsciencesinlithuania AT daivamalinauskiene participationintheassessmentprocessesinproblembasedlearningexperiencesofthestudentsofsocialsciencesinlithuania
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Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania

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