A methodological argument for designing assessment of students' teamwork in problem-based learning
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Problems-based learning (PBL) uniquely attempts to scaffold praxis from conventional pedagogical approaches to practice-based learning. With a particular focus on construction education, this paper reviews a range of perspectives on the applications of PBL in different disciplines where it has been applied. It also draws a line between assessing students' group work and assessing students' teamwork. In the end, existing models on group-work assessment are adapted in line with the practice of teamwork in the construction industry.
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