Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process

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  • Source:
    Journal of Problem Based Learning in Higher Education, v6 n2 p58-70 2018. 13 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1200572
      Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
    • Peer Reviewed:
      Y
    • ISSN:
      2246-0918
    • Subject Terms:
    • Abstract:
      In problem-based learning large cohorts of students are divided into smaller groups that pursue learning objectives with separate instructors called tutors. This presents challenges for tutors tasked with providing similar educational experiences and assessment of multiple groups of students. Here we evaluated between-group variation in test scores that are attributable solely to the random sampling without replacement process used to form smaller groups. We then compared this with the actual between-group variation in test scores in a university-level zoology class over 4 years. We found the variation attributable exclusively to group formation accounted for a 14.4-16.2 point differential between groups whereas differences in empirical test scores attributable to group formation and other factors such as tutor capacity and group dynamics ranged from 12-18 points and rarely exceeded the variation inherent solely to group formation. This implies ad-hoc strategies for reducing variation between groups at the assessment phase will have limited success.
    • Abstract:
      As Provided
    • Number of References:
      28
    • Physical Description:
      13
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      FEB2019
    • Publication Date:
      2018
    • Accession Number:
      EJ1200572
  • Citations
    • ABNT:
      WORK, T.; MAUFFETTE, Y. Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process. Journal of Problem Based Learning in Higher Education, [s. l.], v. 6, n. 2, p. 58–70, 2018. Disponível em: . Acesso em: 21 ago. 2019.
    • AMA:
      Work T, Mauffette Y. Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process. Journal of Problem Based Learning in Higher Education. 2018;6(2):58-70. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428. Accessed August 21, 2019.
    • APA:
      Work, T., & Mauffette, Y. (2018). Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process. Journal of Problem Based Learning in Higher Education, 6(2), 58–70. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Work, Timothy, and Yves Mauffette. 2018. “Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process.” Journal of Problem Based Learning in Higher Education 6 (2): 58–70. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428.
    • Harvard:
      Work, T. and Mauffette, Y. (2018) ‘Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process’, Journal of Problem Based Learning in Higher Education, 6(2), pp. 58–70. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428 (Accessed: 21 August 2019).
    • Harvard: Australian:
      Work, T & Mauffette, Y 2018, ‘Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process’, Journal of Problem Based Learning in Higher Education, vol. 6, no. 2, pp. 58–70, viewed 21 August 2019, .
    • MLA:
      Work, Timothy, and Yves Mauffette. “Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process.” Journal of Problem Based Learning in Higher Education, vol. 6, no. 2, Jan. 2018, pp. 58–70. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Work, Timothy, and Yves Mauffette. “Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process.” Journal of Problem Based Learning in Higher Education 6, no. 2 (January 1, 2018): 58–70. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428.
    • Vancouver/ICMJE:
      Work T, Mauffette Y. Random Allocation of Students into Small Groups in Problem-Based Learning Can Create Significant Between-Group Variation during the Assessment Process. Journal of Problem Based Learning in Higher Education [Internet]. 2018 Jan 1 [cited 2019 Aug 21];6(2):58–70. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1200572&custid=s8280428