Zeitschrift für Hochschuldidaktik Nr. 1/1997:
Problem-based Learning: Theory, Practice and Research
Artikel in Englisch
M.P.J.G. Csaessenl, E.D.U. De Graaff, und W.M.G. Jochems (Delft, Niederlande)
Using the Student Questionnaire in Implementing a PBL-programme
Zusammenfassung
In 1990 the Faculty of Architecture of the Delft University of Technology implemented a new, pbl-based curriculum. As part of the innovation strategy a program evaluation project was initiated. Five components of evaluation research are distinguished: social programming, knowledge value, use and practice (SHADISH, COOK & LEVITON (1991). Starting point of the evaluation activities at the Faculty was the so called bow-tie scheme. In this scheme three elements of evaluating are linked: sources of information, data processing and decision making. As one of the instruments a student questionnaire was developed. The purpose of this instrument was to get information on major problems in the program from the students¹ point of view. In this way, evaluation results - and may be other indicators - can support decisions about (changing) the implementation process. In the article the subsequent stages of developing the questionnaire are described. Starting point of the first version of the questionnaire, was an existing questionnaire used at the pbl-curriculum, at the Faculty of Medicine of the University of Maastricht (GIJSELAERS, 1988). In subsequent steps the initial version of the questionnaire was adjusted to the specific context of the Faculty of Architecture. The article reflects on the arguments for changing the instruments¹ form, content and response format. Next, results obtained with the final version of the questionnaire are presented. Results show the instrument adequately represents flaws in installing the new program. Also some evidence is given on important elements in the quality of the program and treatments to overcome these problems. Next to factors related to the preparation and construction of the blocks, the design teacher appears to be a critical factor in the students¹ point of view.
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