An assessment model for individuals within PBL

The inherent complexity of team-based learning environments creates ambiguity for academic staff and students alike in terms of learning goals and the production of evidence of individual student learning. This five-institution research project developed a conceptual model for effective assessment of individual student learning in this highly collaborative setting. This model was then workshopped and piloted at 4 institutions within Australia. This paper reports on the research design of this project, and discusses the outcomes of the pilot use of the model, as well as identifying issues for ongoing research.