Stability of Student Ratings in Problem Quality Rating Scale

• In Event: Measuring Problem-Based Learning Processes From the Angle of Students and Teachers

Abstract

The quality of problems is crucial in problem-based learning (PBL). This study investigates the stability reliability of student ratings on a problem-quality rating scale. Ratings from 119 first-year psychology students were analyzed for (1) intra-class correlation, (2) invariance between morning and afternoon batches, (3) invariance between three levels of achievers from a previous module, and module under study. The results showed high inter-rater agreement. No significant difference was found between the two batches, and the three levels of achievers from the module under study. Students’ grades in the previous module only influenced the interest in the problem. This study demonstrates the use of problem quality rating scale in obtaining student feedback on problem quality.

Authors

• Nachamma Sockalingam, SIM University

• Annet Te Lindert, Radboud University Nijmegen

• Henk G. Schmidt, Radboud University Nijmegen