Proposal Title
Using existing assessments to track longitudinal development of students’ problem solving skills
Session Type
Presentation
Room
FNB 1220
Start Date
4-7-2019 10:00 AM
Keywords
methodology, authentic assessment, learning outcomes assessment, curriculum mapping, longitudinal development, problem solving
Primary Threads
Evaluation of Learning
Abstract
Do we really know how our students develop transferrable skills? Do they? Learning outcomes assessment (LOA) data are most commonly collected via national surveys, alumni surveys / focus groups, and locally developed surveys (MacFarlane & Brumwell, 2016; Williams, 2014). While these methods collect important affective information about students and alumni, they are not well-suited to measure students’ actual achievement and are often disconnected from the classroom where student skills are developed (Campbell & Cabrera, 2011; Gordon, Ludlum, & Hoey, 2008; Porter, 2011, 2013). Detailed LOA data describing students’ actual skills and perceived skills are needed to facilitate targeted improvements to courses and programs and enhance the LOA initiative (Klemenčič & Chirikov, 2015).
In this session, we present “The Framework”: a strategy that coordinates three essential perspectives of LOA (intention, achievement, and perception) in the evaluation of a program. Focussing on problem solving for its pilot use, The Framework uses a novel problem solving profile tool to characterize the problem solving challenge of assignments, a program-level developmental rubric for problem solving, and a student survey to collect students’ perceptions of their own problem solving development. To the best of our knowledge, The Framework is original and has not been established elsewhere.
Using pilot data from the 2018-2019 academic year, we invite you to explore how The Framework generates both course and program data educators were previously unable to access and how these data can change the questions we ask about our courses/programs and shift our conceptualizations of curriculum mapping. The principles of The Framework are transferrable to any undergraduate context.
Elements of Engagement
This presentation will provide opportunities for participants to reflect and discuss their thoughts in partners and as a group. Participants will be encouraged to think critically about and formulate opinions on new practices in learning outcomes assessment and the implications thereof.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Using existing assessments to track longitudinal development of students’ problem solving skills
FNB 1220
Do we really know how our students develop transferrable skills? Do they? Learning outcomes assessment (LOA) data are most commonly collected via national surveys, alumni surveys / focus groups, and locally developed surveys (MacFarlane & Brumwell, 2016; Williams, 2014). While these methods collect important affective information about students and alumni, they are not well-suited to measure students’ actual achievement and are often disconnected from the classroom where student skills are developed (Campbell & Cabrera, 2011; Gordon, Ludlum, & Hoey, 2008; Porter, 2011, 2013). Detailed LOA data describing students’ actual skills and perceived skills are needed to facilitate targeted improvements to courses and programs and enhance the LOA initiative (Klemenčič & Chirikov, 2015).
In this session, we present “The Framework”: a strategy that coordinates three essential perspectives of LOA (intention, achievement, and perception) in the evaluation of a program. Focussing on problem solving for its pilot use, The Framework uses a novel problem solving profile tool to characterize the problem solving challenge of assignments, a program-level developmental rubric for problem solving, and a student survey to collect students’ perceptions of their own problem solving development. To the best of our knowledge, The Framework is original and has not been established elsewhere.
Using pilot data from the 2018-2019 academic year, we invite you to explore how The Framework generates both course and program data educators were previously unable to access and how these data can change the questions we ask about our courses/programs and shift our conceptualizations of curriculum mapping. The principles of The Framework are transferrable to any undergraduate context.