New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
This research paper describes interim results from a 4-year longitudinal study of how engineering students develop critical thinking, problem solving, and communication skills. The sample includes approximately 400 students in a mid-sized research intensive Canadian institution. The students were assessed using multiple approaches, including standardized test, in-course activities, surveys, and course artefacts scored by a trained team using program-wide rubrics. Outcomes demonstrated in student course artefacts externally scored by VALUE rubric assessment increased over the two years. Scores on standardized tests generally trend upward with the Critical thinking Assessment Test (CAT) but are mixed on the Collegiate Learning Assessment (CLA+), most likely due to motivational and alignment issues. Student motivation is a significant issue in the project. The paper compares the assessment methods, and finds that using externally scored course artefacts is both less expensive and preferred by course instructors over standardized tests.
Frank, B. M., & Simper, N., & Kaupp, J. A. (2016, June), How We Know They're Learning: Comparing Approaches to Longitudinal Assessment of Transferable Learning Outcomes Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25493
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