A Backward Glance, the Forward Gaze: Evaluation in Problem-Based Courses

That evaluation drives learning is an oft-repeated mantra, though what the purpose of that learning is or what it ought to be is debated. Problem-based learning (PBL) is often touted as providing an opportunity for students to learn more actively, foster self-directed learning and enable a platform for students from which they could launch useful, successful careers. Sixteen years ago, we contrasted the views of students and faculty on specific assessment tools used in an undergraduate science programme which had a significant PBL component (Rawnsley, Spaziani, & Rangachari, Probe 2:9–14, 1994). We now revisit our views about such procedures and see whether any of those that had been developed on largely academic grounds had a measurable impact on our professional lives. The report uses our individual cases to explore the ramifications of the notion of consequential validity.