International Journal of Technical Research and Applications e-ISSN: 2320-8163, www.ijtra.com Special Issue 30(August, 2015), PP. 33-40 33 | Page PROBLEM-BASED LEARNING (PBL) ASSESSMENT VS. CONVENTIONAL ASSESSMENT IN A PHYSICS COURSE: A PRELIMINARY FINDING Fauziah Sulaiman & Jedol Dayou Physics with Electronic Programme, Faculty of Science and Natural Resources Universiti Malaysia Sabah (UMS) UMS Road, 88400 Kota Kinabalu Sabah, Malaysia fauziahs@ums.edu.my; fauziahsulaiman6@gmail.com jed@ums.edu.my; jedolums@gmail.com Elnetthra Folly Eldy Preparatory Centre for Science & Technology Universiti Malaysia Sabah (UMS) UMS Road, 88400 Kota Kinabalu, Sabah, Malaysia elnetthra@ums.edu.my; follyelnetthra@yahoo.com Abstract— The study is essentially an exploratory analysis, which sets out to obtain pattern of Problem-Based Learning assessment (PBLa) and Conventional assessment (Ca) that has been carried out in Faculty of Science and Natural Resources, Universiti Malaysia Sabah. The main objective of this paper is to scrutiny on how PBLa and Ca might contribute to students’ performance that leads to their final grade in total. A physics course (Waves and Optic, SF10603) has been chosen since it involved two lectures that thought the course for seven weeks each. Data was gathered from three (3) consecutive different batches of students who registered for the course. The course is offer in every second semester in each session (i.e., 2011/2012 (n=34); 2012/2013 (n=60); and 2013/2014 (n=54)). For the first seven weeks student has been exposed with PBLa approach where it is one of the students-centered learning method. The second part of the seven weeks, another lecturer took over. Students were undergone Ca of teaching and learning activities since then. The data analysis carried out a pattern where PBLa approach showed a positive consistency in students’ achievement compare to its counterparts. This paper also discussed type of assessments that carried out in PBLa and conventional approach. Index Terms—Problem-based learning assessment; Conventional assessment. I. INTRODUCTION - COURSE ASSESSMENT Malaysian Qualification Agency or better known as MQA was a body in charge for quality assurance of higher education on both in public and private sectors in Malaysia [1], and one of the obligations of this department is to sets standard for higher education institution (HEI) course assessment distribution according to the National Accreditation Board (Lembaga Akredetasi Negara, LAN). Therefore it is vital for Malaysian universities and colleges to meet the MQA’s requirement and benchmark. Thus, it is important for lecturers of universities and colleges in both public and private to fulfill MQA’s necessity in particular pertaining students’ performance (e.g., skills and academically). As it will reflect the credibility of program that offered. Universiti Malaysia Sabah (UMS) as well is not exempted, where one of the Faculty (i.e., Faculty of Science and Natural Resources (Fakulti Sains dan Sumber Alam) FSSA) is required to meet the standard. TABLE 1. MQA Course Marks Distribution Guideline (Centre for Academic and Strategic Management, 2014). Type of Assessment Marks distribution guideline Percentage (%) Assignment 10-30 Progressive Assessment (Skill) 5-10 Test/Quiz 5-10 Presentation (Viva Voce) 5-20 Mid Term Exam 20-30 Lab/Clinical Report 20-30 Field Work 20-30 Final Exam 30-50 Even though the MQA has sets a guideline of a course marks distribution as shows in Table1, it is up to lecturers to coordinate their course marks pertaining to their course requirement. Table 2 shows some of courses that offered in FSSA complete with marks distribution accordingly. TABLE 2. Course marks distribution in Faculty of Science and Natural Resources in several courses selected. Course Assessment Percentage (%) Total Field Work 15