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Ramsden suggests that, from the students' perspective, it is assessment as an extrinsic motivator which always defines the curriculum being studied. This indicates to students the most important aspects of the curriculum and also an indication of the workload. Additionally, Gibbs & Simpson argue that the assessment is a greater influence that the teaching received. Biggs terms this 'backwash' and suggests that the assessment should be aligned to the curriculum objectives so that the 'backwash' becomes positive rather than negative and deeper approaches to learning are encouraged. 

Key learning objectives have been identified when using PBL include:

  1. Applying a base of knowledge.
  2. Developing clinical reasoning and judgement, and decision making skills
  3. Fostering self-directed learning
  4. Promoting collaborative working
  5. Developing appropriate professional attitude

Traditional assessment methods such as examinations and essays will not require students to demonstrate all of these objectives within the assessment process, and as a consequence of this, students may not fully engage in the PBL activities themselves thus reducing the validity of the assessment in totality.

Perceived value of assessment as a learning tool

Earl has identified three methods of learning through assessment: assessment for , assessment of , and assessment as learning.  Assessment for learning is formative: through feedback the student is able to identify their current level of knowledge, understanding and skills to enable identification of additional learning needs. Assessment of learning is summative and is generally viewed as the traditional approach to assessment: it is used to allocate a grade to individual student work. Assessment as learning is the learning achieved whilst undertaking the activities required when completing the assessment. A combination of formative and summative assessment is generally viewed as the more positive approach to assessment, and itself is a pertinent area for evaluation to ensure that the optimum balance is being achieved.  This is equally so of group and individual assessment, where both collaborative skills and individual knowledge require appraisal.

Assessment methods that incorporate ongoing assessment using student, peer and facilitator assessment have the potential to improve the reliability and validity of the assessment process by reducing the impact subjective perspectives. Chaves et al have developed a tool to evaluate the assessment of PBL based upon the principles of the triple jump, the key learning objectives, and involving all the participants.


Ramsden P (2003) p.182

Gibbs, G & Simpson C (2004) Conditions under which assessment supports student learning . Learning and Teaching in Higher Education, 1 (1) pp3-31

Biggs J (2003) Teaching for Quality Learning at University , Buckingham: Open University Press, p140

Earl, L.M. (2003) Assessment as Learning. Thousand Oaks, California; Corwin Press.

Chaves J F, Chaves J A, Lantz M S (1998) The PBL-Evaluator: A web-based tool for assessment in tutorials. Journal of Dental Education, 62, (9), pg 671-674