PBL Student Assessment: Consistency of Different Evaluation Methods in a Computing Faculty

Contribution: This article analyzes student assessment within a computing faculty employing a full project-based learning (PBL) approach. Examining 2078 final grades across 60 classes and periods, the study reveals a significant correlation between graded self-studies, exams, and projects. This result contributes to understanding the reliability and independence of diverse evaluation methods, emphasizing their effectiveness in measuring students’ learning within a PBL framework. Background: This study is motivated by the need to investigate diverse learning assessment methods within a PBL setting, aiming to establish context and underline the broad applicability of a comprehensive evaluation approach in computing education. Intended Outcomes: The study seeks to provide information about the interrelationships between different assessment methods within a PBL framework. The desired outcome is a comprehensive understanding applicable across various classes and periods, emphasizing the robustness of the assessment system. Application Design: Implementing a full PBL model in a computing faculty during a two-year period, the chosen approach integrates graded self-studies, exams, and projects to ensure a well-rounded evaluation system, capturing student proficiency across diverse computing concepts. This study involved 210 first- and second-year students, 162 men and 48 women, with a mean age of 21.7 ± 2.7 years. Findings: Correlation analysis of 2078 final grades indicates consistent reliability among graded self-studies, exams, and projects. This result underscores the effectiveness of each assessment method in measuring learning within a PBL framework, highlighting the system’s robust applicability in a computing educational environment.