Assessment in Problem-Based (PBL). Results of a teaching experience in fine arts university studies

Abstract

In recent years, Problem-Based Learning (PBL) has emerged as a very promising teaching methodology. Along with a new conception of the student, PBL promotes an approach to competency-based learning that requires a new assessment model. To date, however, very few studies have reflected on how assessments should be carried out in accordance with the principles of PBL, and fewer still have presented the academic results of their application. This paper analyses the grades of 247 students in the first semesters of the Fine Arts degree who elaborated a learning portfolio associated with a PBL learning environment. The results demonstrate the educational benefits of PBL, the congruence between PBL and the learning portfolio, and the possibilities of extending the model to the degree course as a whole.