Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education

  • Kim Koh University of Calgary
  • Olive Chapman University of Calgary
Keywords: Problem-based learning, prospective elementary school teachers, assessment literacy, assessment in mathematics

Abstract

Problem-based learning could have a great impact in teacher education not only to support prospective teachers’ learning, but also to help them to design and implement learner-centered experiences to satisfy requirements of reform-based curriculum. In this paper, we discuss the nature and role of problem-based learning to support authentic learning opportunities in an undergraduate teacher education program. We address its use in an educational assessment course aimed at developing prospective teachers’ assessment literacy and competencies. We focus on two sections of the course for elementary school prospective teachers in which students were also engaged in activities involving assessment in teaching mathematics and share examples of the content of the course. A study of the impact of the course on the students’ knowledge is in progress.  

Author Biographies

Kim Koh, University of Calgary
Kim Koh, PhD is an Associate Professor at the Werklund School of Education, University of Calgary. Her research interests are in educational assessment and teacher education.
Olive Chapman, University of Calgary
Olive Chapman, PhD is a Professor in Mathematics Teacher Education at the Werklund School of Education, University of Calgary.

References

Alberta Education. (2017). The Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum (Programs of Study). Retrieved from https://education.alberta.ca/media/3575996/curriculum-development-guiding-framework.pdf.

American Association of Colleges of Teacher Education and the Partnership for 21st Century Skills. (2010). 21st century knowledge and skills in educator preparation. Retrieved from http://www.p21.org/storage/documents/aacte_p21_whitepaper2010.pdf.

Anderson, L. (2018). Competency-based education: Recent policy trends. Competency-based education, 3(1), 1-15.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481- 486.

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 13-21.

Barrows, H. S. (2002). Is it truly possible to have such a thing as dPBL? Distance Education, 23(1), 119-122.

Barrows, H., & Tamblyn, R. (1980). Problem-based learning: An approach to Medical Education. New York: Springer.

Biggs, J. (1999). Teaching for quality learning at university. Buckingham: SRHE/Open University Press.

De Simone, C. (2008). Problem-based learning: A framework for prospective teachers’ pedagogical problem solving. Teacher Development, 12(3), 179-191.

Drew, M. & Mardis, L. (2008). Building pre-service teachers' awareness of multiple perspectives through problem-based learning. International Journal of Learning, 15, 5, 167-187.

Hemker, L., Prescher, C., & Narciss, S. (2017). Design and Evaluation of a Problem-Based Learning Environment for Teacher Training. Interdisciplinary Journal of Problem-Based Learning, 11(2). Available at: https://doi.org/10.7771/1541-5015.1676.

Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology Review, 16, 235-266.

Koh, K., & Tan, C. (2016). Promoting reflection in pre-service teachers through problem-based learning: An example from Canada. Reflective Practice. 17(3), 347-356.

Merritt, J., Lee, M., Rillero, P., & Kinach, B. M. (2017). Problem-Based Learning in K–8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal of Problem-Based Learning, 11(2). Available at: https://doi.org/10.7771/1541-5015.1674.

Nariman, N., & Chrispeels, J. (2016). PBL in the era of reform standards: Challenges and benefits perceived by teachers in one elementary school. Interdisciplinary Journal of Problem-Based Learning, 10(1). https://doi.org /10.7771/1541-5015.1521.

Rillero, P., Koerner, M., Jimenez-Silva, M., Merritt, J., & Farr, W. J. (2017). Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students. Interdisciplinary Journal of Problem-Based Learning, 11(2). Available at: https://doi.org/10.7771/1541-5015.1675.

Wiggins, G. P. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 703-713.

Published
2019-04-04
Section
Conference Theme: Students as Innovators