PBL-Test: a Model to Evaluate the Maturity of Teaching Processes in a PBL Approach Simone C. dos Santos, Caliane O. Figuerêdo Centro de Informática Universidade Federal de Pernambuco Recife, Brazil scs@cin.ufpe.br , cof@cin.ufpe.br Fernando Wanderley Universidade Nova de Lisboa Lisboa, Portugal fjaw@gmail.com Abstract—The increasing application of student-centered teaching approaches to solve real problems, driven by the market´s demand for professionals with better skills, has prompted the use of PBL in different areas, including in Computing. However, since this represents a paradigm shift in education, its implementation is not always well understood, which adversely affects its effectiveness. Within this context, this paper puts forward a model for assessing the maturity of teaching processes under the PBL approach, the PBL-Test, with a view to identifying points for improvement. The concept of maturity is defined in terms of teaching processes adhering to PBL principles, taken from an analysis of the following authors: Savery & Duffy (1995), Barrows (2001) Peterson (1997) and Alessio (2004). With a view to validating the applicability of the model, an empirical study was conducted by applying the PBL- Test to three skills in the Computing area. Results showed that although the model has shown it needs further enhancement, it has already been possible to identify improvements in PBL teaching processes that clearly affect the effectiveness of the approach. PBL; Evaluation of Teaching Processes; Process Maturity. I. INTRODUCTION Professionals in highly dynamic areas such as Computing, face the need to be familiar with and know how to apply new concepts, methods and techniques for specific situations that may arise in the labor market, if they are to keep up with the pace of rapid change in this market. In seeking better ways to formally train these professionals, the instructional teaching method called Problem-Based Learning (PBL) has been adopted with very favorable results as in [1, 2, 3, 4]. In general, PBL makes use of real problems to start, motivate and focus on the acquisition of knowledge. In addition, it encourages professionals to add to their skills and it fosters positive attitudes in the professional environment. It is considered to be a student-centered educational strategy, which helps to develop reasoning and communication. These are skills which are essential for professionals to possess if they are to be successful in the labor market [1]. PBL is becoming increasingly effective in a variety of disciplines in higher education [5]. Many studies have shown the efficiency of the PBL method in helping learners to absorb the content of learning. In [6], the authors conduct a systematic mapping of the use of PBL when teaching computing, from 1997 to 2011. They analyzed 52 studies in this field, taken from sources such as IEEE, Scopus, Science Direct and ACM databases. This study shows that this method has been adopted with the objective of improving the effectiveness of teaching and learning processes. Despite the potential benefits of the PBL approach, it is also evident that its use implies a profound educational change and a new culture of teaching and learning [7, 8, 9, 10]. Thus, managing a process of teaching and learning based on PBL is a great challenge, especially with regard to implementing a methodology which adheres to PBL principles [7]. Thus, if such adherence is absent or partial, this could have an adverse effect on the effectiveness of this approach. Faced with this challenge, this paper seeks to answer two important questions: "How can it be certified that a process of teaching and learning is adhering to the principles of PBL approach?" And "At what level of maturity is the process of teaching and learning in a formal training course which uses the PBL approach, in accordance with PBL principles? '. As to the first question, Oliveira et al. [6] stress that there is a wide variety of educational methods, referred to as being PBL. According to Norman and Schmidt [11], "anyone who knows more than one institution in which PBL is used will verify that in each of them, the methodology is applied in a different way." Very often, teaching organizations/ institutions start to work with PBL without their having the necessary theoretical foundation on which to bring about educational change. Therefore, the method ends up being confused with practical experiments or other methods of active/ collaborative learning, thus jeopardizing the success and authenticity of the methodology [3]. Additionally, some intrinsic characteristics of PBL, such as the unpredictability and flexibility in the practical assimilation of learning, entail that the teaching coordinators lose control of the actions and constantly improvise [11]. Experiences undergone as in [2, 3, 4] show that adopting this method is made difficult when there a lack of appropriate support from content, processes and human capital in order to implement PBL. PBL demands flexibility, continuous assessment and cooperation. It is against this background that this paper argues that for PBL to be adopted effectively, it is of fundamental