Search results for: Raichel Nirit

This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants’ perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in. Another aim was to reveal the most effective perceived PBL constructivist activities in enhancing the assessment methods.