Exploratory study of an examination format for problem‐based learning

Abstract

In this article, we explore the psychometric properties of an examination format designed for problem‐based learning experience embedded within an otherwise traditionally structured curriculum. This examination consists of a case with content derived from other cases completed during the semester; students complete the exam by first meeting in their tutorial groups and then working independently. The exams are graded by a pair of tutors other than the students’ own. Tutor/graders first grade the exam independently, then meet to reach consensus. The exam is found to generate a symmetric distribution of scores; averaging is the dominant mode of reaching consensus among graders. Generalizability coefficients of total and subscores of the exam range from .52 to .71. Validity studies reveal modest correlations with criteria such as subjective tutor ratings and examination scores in other courses with related content