June 23, 2013
June 23, 2013
June 26, 2013
23.398.1 - 23.398.11
Work in Progress: Developing Direct Measures of Global CompetenciesSession Topic Preferences: - preparing engineering students for international practice - definition of a global engineer - engineering education responses to global challenges/exposing engineering students to other culturesThe purpose of this study is to develop performance tasks and instruments to assess the globalcompetencies of college graduates more directly than is currently possible. This approach willallow us to determine more precisely the extent to which educational experiences, both locallyand abroad, contribute to students’ global competencies.As a first step, we defined global competency as “the ability to ‘work and communicateeffectively in national and international contexts.” We further described the construct as beingcomprised of intended learning outcomes, which are the skills that would describe a globallycompetent student. Finally, we identified performance indicators, or more specific behaviors thatwould be evident if students had mastered the skills. Adequate content coverage by theperformance indicators is supported in the literature as well as by other instruments that arecurrently used.We then proposed three performance tasks that each use different approaches to gatherinformation on some or all of the intended learning outcomes. Each of these tasks involves sometype of student participation in a scenario. Lastly, we are in the process of developing rubrics toscore student responses to those performance tasks.Two studies will follow rubric development to further the development of usable instruments.We will first pilot each performance task with its accompanying rubric on a sample of 10students in their final year of engineering coursework. We will examine inter-rater reliability ofthe scores produced by each rubric and the interpretation of the rubric’s stated levels ofcompetence by both the raters and the students.We will then conduct a larger study to gather validity evidence for the internal structure of theinstruments. This study will implement the instruments with 30 or more students. We willexamine internal consistency of ratings for performance indicators within each learning outcomeand the relationships between students’ scores on performance indicators that are not expected tobe related. We will compare students’ rubric scores (direct assessment) with their scores onanother established self-report instrument (indirect assessment) to provide further evidence tosupport the use of rubric scores as indication of global competence.
DeBoer, J., & Stump, G. S., & Carter-Johnson, F., & Allen, G., & Breslow, L. (2013, June), Developing Direct Measures of Global Competence Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19412
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