Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip
and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to
solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component
of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant
to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to
address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal
structure.
Methods: