AC 2007-874: ASSESSMENT IN A PBL CONTEXT: TOWARDS VALIDITY AND RELIABILITY

Abstract In 2006, Victoria University (VU) in Melbourne, Australia, started to teach its undergraduate engineering programs using Problem Based Learning (PBL). This was done in response to perceived inadequacies of the weaker graduates produced by a more traditional course structure. The introduction of PBL has allowed the University to address simultaneously the requirements of the Accreditation Authority, and compensate for the problems ensuing from the standards of prior education of students entering these programs. In order to assess the PBL component of the programs within the School of Electrical Engineering, it was decided that a SOLO (Structure of Observed Learning Outcomes) taxonomy,should be adopted. Initial experiences of using SOLO have revealed problems, resulting in the need to develop a criterion-valid and interrater reliable basis for assessment. As a casestudy, this paper considers the use of rubrics as a tool to augment the existing SOLO classification of student performance. As well as guiding students as to what is expected of them, rubrics have