Problem-based teacher education: The design and formative evaluation of seminars on educational assessment

Problem-based learning can have a significant impact on the acquisition of practical knowledge, which is of central importance in teacher education. We therefore implemented a problem-based learning approach in seminars on educational assessment. This paper outlines our didactic design and discusses the results of the first formative evaluations: the acceptance of the approach, learning results, and expected applicability of the acquired knowledge. The results show the benefits of the approach, but also that there is room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and practical application) and the flexible adaption to the learners’ prior knowledge need to be enhanced.

13.05.2016 | Laura Hemker, Claudia Prescher & Susanne Narciss (Dresden)