A methodological argument for designing assessment of students' teamwork in problem-based learning
dc.contributor.author | Olatunji, Oluwole | |
dc.date.accessioned | 2017-01-30T12:50:32Z | |
dc.date.available | 2017-01-30T12:50:32Z | |
dc.date.created | 2015-12-10T04:25:57Z | |
dc.date.issued | 2011 | |
dc.identifier.citation | Olatunji, O. 2011. A methodological argument for designing assessment of students' teamwork in problem-based learning, pp. 1098-1104. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/25847 | |
dc.description.abstract |
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. | |
dc.title | A methodological argument for designing assessment of students' teamwork in problem-based learning | |
dc.type | Conference Paper | |
dcterms.source.startPage | 1098 | |
dcterms.source.endPage | 1104 | |
dcterms.source.title | Proceedings of the 28th International Symposium on Automation and Robotics in Construction, ISARC 2011 | |
dcterms.source.series | Proceedings of the 28th International Symposium on Automation and Robotics in Construction, ISARC 2011 | |
curtin.department | Department of Construction Management | |
curtin.accessStatus | Fulltext not available |
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