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How to Evaluate a PBL Program in Higher Education

How to Evaluate a PBL Program in Higher Education

Copyright: © 2022 |Pages: 20
ISBN13: 9781799881773|ISBN10: 1799881776|ISBN13 Softcover: 9781799881780|EISBN13: 9781799881797
DOI: 10.4018/978-1-7998-8177-3.ch003
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MLA

Pam Epler and Jodee Jacobs. "How to Evaluate a PBL Program in Higher Education." Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation, IGI Global, 2022, pp.41-60. https://doi.org/10.4018/978-1-7998-8177-3.ch003

APA

P. Epler & J. Jacobs (2022). How to Evaluate a PBL Program in Higher Education. IGI Global. https://doi.org/10.4018/978-1-7998-8177-3.ch003

Chicago

Pam Epler and Jodee Jacobs. "How to Evaluate a PBL Program in Higher Education." In Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8177-3.ch003

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Abstract

This chapter will introduce the reader to a variety of different evaluation models that can be used to review a problem-based learning (PBL) program. Some evaluation models (e.g., paradigm, logic, and Kirkpatrick models) require an outside evaluator to conduct the review, while others are driven by the program participants' perspective (e.g., strengths, weaknesses, opportunities, and threats [SWOT]; utilization-focused; and responsive models) for the evaluation. Several program evaluation tips are discussed, such as brainstorming with colleagues prior to starting an evaluation of a PBL program so everyone is involved and thinking collectively, determining what type of data to collect, how it will be collected, and by whom. Finally, recommendations for future study that involve researching the best evaluation model to evaluate a PBL program within a collegiate teacher education environment are provided.

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