PBL Student Assessment
Consistency of Different Evaluation Methods in a Computing Faculty
Bibliographic Data
| ID | 20295338 |
|---|---|
| Authors | Henrique Mohallem Paiva (0000-0001-7081-8383, Instituto de Ciência e Tecnologia (ICT), Universidade Federal de São Paulo (Unifesp), São José dos Campos, Brazil), Flávia Maria Santoro (0000-0003-3421-1984, Institute of Technology and Leadership (Inteli), São Paulo, Brazil), Victor Takashi Hayashi (0000-0001-6672-4296, Institute of Technology and Leadership (Inteli), São Paulo, Brazil), Bianca Cassemiro Lima (Institute of Technology and Leadership (Inteli), São Paulo, Brazil) |
| Year | 2025 |
| Volume | 68 |
| Issue | 2 |
| Pages | 215-223 |
| Publication date | 2025-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2025.3545314 |
| OpenAlex | W4408358599 |
| Language | EN |
| References cited | 39 |
Contribution: This article analyzes student assessment within a computing faculty employing a full project-based learning (PBL) approach. Examining 2078 final grades across 60 classes and periods, the study reveals a significant correlation between graded self-studies, exams, and projects. This result contributes to understanding the reliability and independence of diverse evaluation methods, emphasizing their effectiveness in measuring students’ learning within a PBL framework. Background: This study is motivated by the need to investigate diverse learning assessment methods within a PBL setting, aiming to establish context and underline the broad applicability of a comprehensive evaluation approach in computing education. Intended Outcomes: The study seeks to provide information about the interrelationships between different assessment methods within a PBL framework. The desired outcome is a comprehensive understanding applicable across various classes and periods, emphasizing the robustness of the assessment system. Application Design: Implementing a full PBL model in a computing faculty during a two-year period, the chosen approach integrates graded self-studies, exams, and projects to ensure a well-rounded evaluation system, capturing student proficiency across diverse computing concepts. This study involved 210 first- and second-year students, 162 men and 48 women, with a mean age of 21.7 ± 2.7 years. Findings: Correlation analysis of 2078 final grades indicates consistent reliability among graded self-studies, exams, and projects. This result underscores the effectiveness of each assessment method in measuring learning within a PBL framework, highlighting the system’s robust applicability in a computing educational environment
Consistency (knowledge bases) · Mathematics education · Artificial Intelligence · Computer Science · Information Systems Education and Curriculum Development · Open Education and E-Learning · Psychology
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| Highly cited | No |
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