Venkatesan, Srikanth and Fragomeni, Sam (2008) Evaluating Learning Outcomes in PBL Using Fuzzy Logic Techniques. In: Proceedings of 19th Annual Conference of the Australasian Association for Engineering Education: To Industry and Beyond. Mann, Llewellyn, Thompson, Adam and Howard, Prue, eds. Institution of Engineers, Australia, Barton, A.C.T., pp. 534-540.

Abstract

Problem Based Learning (PBL) is a popular pedagogy in many parts of the world. A significant advantage of PBL is that the problems (or projects) can be chosen (or developed) to achieve (or deliver) certain learning outcomes. As students are encouraged to work in groups, the final product which is the result of a group work may form the basis of assessment. Often group marks are allocated to individuals. In some instances the assessors may come up with rules for individual assessment. However the measurement of learning outcomes is usually ignored. The common practice is to rely on the final summative assessment. This paper shows that this reliance could be inappropriate, based on the analysis of a recent teaching assignment delivered in PBL mode. In particular fuzzy logic techniques have been adopted to measure the learning outcomes. A class size of 130 students were analysed to develop the methodology and the results of key student groups are presented in this paper.

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