Assessment in Problem-Based Learning (PBL): Reflections on the Process

Abstract

Introduction: Problem Based Learning (PBL) or Problem based learning (PBL) is an active method, among others, used by higher education institutions and assessment is a fundamental aspect of the teaching-learning process. Considering the time of development of active methods, the need to carry out an investigation in a college in the interior of São Paulo / Brazil was identified, with the aim of analyzing how the evaluation process is being developed, in the tutorial scenario of that institution. Method: it was based on the qualitative research methodology in health with interviews with thirty students from the 1st to the 4th series of medicine and the 1st and 2nd series of nursing from that institution, in the year 2018 and with eighteen tutors with at least two years of experience. An instrument with an identification part and another with guiding questions was used. Data analysis was facilitated by the use of qualitative analysis software webQDA® and guided by thematic content analysis. Results: After processing the analysis, some themes were identified, whose aspects regarding the Evaluation will be explored in this article: understandings about the evaluations during the tutorial process; evaluation criteria and difficulty in evaluating the performance of students and teachers. Conclusion: The qualitative approach made it possible to analyze what students and professors of the researched institution think about the structure of the evaluation in the PBL and allowed the observation of the experiences of other institutions of higher education around the world.