June 22, 2008
June 22, 2008
June 25, 2008
Educational Research and Methods
13.578.1 - 13.578.9
Evaluating the Effect of Re-defining the Learning Objectives on Inter-Measure Correlation and Validity
The Interprofessional Projects Program (IPRO) at Illinois Institute of Technology is a project-based experiential learning experience with the primary learning objectives of  strengthening multidisciplinary teamwork skills,  improving communication skills,  learning project management, and  recognizing ethical behavior. In the last four years we have developed a multipart assessment system for the purposes of measuring our achievement of these and other IPRO learning objectives. In this paper we will discuss how we measure learning objectives attainment at the project team level and the inconsistencies in those measures that prompted us to better define our learning objectives, and align our assessment measurement instruments with these new definitions. We conducted rank order correlations to help evaluate the apparent inconsistencies in our assessment measures as expressed in project team rankings. However, we have concluded that our assessment instruments are not in fact measuring the same variables and, therefore, that different outcome rankings at the project team level are to be expected.
1.2 Overview of the IPRO program
The IPRO Program is designed to provide students with practical experience that reinforces their theoretical knowledge. This is2 accomplished through problem solving 1 within a multidisciplinary team environment. In doing so, we believe that our students develop greater confidence in themselves, hone leadership skills, learn to 3 respect and value different cultural and analytical perspectives, and improve teamwork , 4 5 communication , and project management skills . IPRO Projects are based on real problems, often involving sponsors that reflect the diversity of the workplace: corporations, entrepreneurial ventures, non-profit organizations, and government agencies. The projects cover a broad range of topics and include service learning, research, design, process improvement and business planning assignments.
Every undergraduate student is required to take two IPROs. A majority of IPRO students are majoring in engineering, architecture and computer science, but the program also involves undergraduate students from the physical sciences, social sciences, humanities, psychology, and business. Each semester the program registers 400 to 500 students across 30 to 40 teams and team sizes range from 7 to 15 students with a mean of 12 students per team.
1.3 History of Learning Objectives Assessment
Over the years between 1995 to 2002 evaluation of IPRO courses largely consisted of university-wide student satisfaction surveys, and periodic program reviews by faculty committees. Many “learning objectives” were associated with the program, but there was little consensus on a limited, measurable set of learning objectives that could be used for
Ferguson, D., & Huyck, M., & Wood, C. (2008, June), Evaluating The Effect Of Re Definition Of Learning Objectives On Inter Measure Correlation And Validity Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4027
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