In a moment of cynicism, a colleague of mine called problem-based learning a contagious virus and suggested that those infected be quarantined. The remark expressed the concern that to find out about problem-based learning would mean he no longer would have an excuse to continue his lecture-as-usual approach to teaching. As an active research scientist, he felt that problem-based learning required a greater commitment to teaching than was prudent for tenure and continued funding.
Adoption of problem-based learning does have transforming consequences that include recognizing the strengths and limitations of lecture-dominated education. This comes from rethinking the relationship between teaching and learning. It also accentuates the distinctions among students knowing an answer, their understanding an answer, and their ability to figure out an answer. With this transformation comes the recognition that testing in problem-based learning needs to be different.
Lecturing is efficient. It enables the presentation of large amounts of information to large numbers of students in a short time. On the other hand, it limits student-teacher communication and in large classes typically necessitates easily graded multiple-choice examinations that generally address Bloom's lower levels of cognition, factual knowledge, comprehension, and application . Such examinations rank order students for the purpose of assigning grades. They infrequently introduce new material or deliberately provide a new learning experience, aspects valued in problem-based learning.
Regardless of the method of instruction, student assessment should reflect the content of a course and process objectives. If a course values Bloom's higher order thinking skills of analysis, synthesis, and evaluation, and the first examination does not test those skills, students will quickly perceive the discrepancy and adjust their study habits accordingly. If the group processes of problembased learning are not evaluated in some way such as examinations that involve a group component, students will not connect the need to work together with success in the course. This issue of BAMBED includes two quite different approaches to testing in problem-based courses.