PBLにおける問題解決能力の直接評価 --改良トリプルジャンプの試み--

Abstract

It is widely believed that PBL could enhance problem solving competence. However, it is quite difficult to directly assess the learning outcome. Triple jump, which consists of three steps, is a method of assessing problem solving competence in PBL. Though the validity of triple jump is thought to be high, its reliability is questionable. The purpose of this study is to modify triple jump and develop a new assessment method that is reliable and feasible. Our modified triple jump, like the original version, also consists of three steps: identifying the problem in a scenario, describing a solution on the worksheet (Steps 1&2) and trying the solution in role-play with a facilitator (Step 3). Assessment employs two types of rubrics. The subjects were 24 second-year students at the Faculty of Dentistry, Niigata University, in 2013. Three independent raters have assessed the completed worksheets, as well as role-play using two different rubrics. The total score and scores in each dimension of the rubrics were analyzed by calculating the intraclass correlation coefficients. We also analyzed the learning effects through a student survey. The results revealed high interrater reliability of assessment in average of total score, as well as scores in each dimension. On the basis of student survey results, we could also conclude that our modified triple jump worked not only as an assessment of learning, but also as an assessment as learning that might become a meaningful learning experience for students.