This paper addresses the way in which students' cognitive creativity and the construction of meaning could be fostered by means of assessment in a Problem-based learning programme. We propose that a dual assessment structure within such a programme through examinations and coursework assignments could ensure the acquisition of a foundational…

Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments…

A method was developed for assessing the extent to which a test reflects the topics addressed in the problems presented in a problem-based learning environment (curriculum validity). The intended curriculum for a unit from the second year of medical school at the University of Limburg in Maastricht (Netherlands) was analyzed, and an 132-item topic…