July 26, 2021
July 26, 2021
July 19, 2022
This paper evaluates the use of an Innovative Impact Scale (IIS) alongside Webb’s Depth of Knowledge (DoK) as metrics for student assessment within an Innovation-Based Learning (IBL) course. The IBL model provides students with the freedom and responsibility to choose and direct their own learning while encouraging innovative thinking through collaborations that are both multidisciplinary and multi-institutional. Through these collaborations, students determine a current societal challenge and are expected to contribute their individual knowledge and skills towards finding an innovative solution. Within the IBL model, student assessment is not performed via the traditional methods of homework or exams. Instead, students are evaluated on their ability to relate and apply core course concepts towards a team innovation that introduces novelty.
This Innovation-Based Learning model has been implemented within a cardiovascular engineering course for its third consecutive semester and is currently offered across four institutions. The diversity of the participating universities and the enrolled students (both undergraduate and graduate) fosters an environment for innovative thinking. However, being an innovative multidisciplinary course creates difficulties when evaluating students on their course outcomes. Based on their individual backgrounds and skills, each student creates learning objectives that are unique and personalized while also contributing to their team’s innovation project. With such diversity of student work, applying a single grading rubric is impractical. Another problem occurs in evaluating the innovation itself. How can instructors consistently rank the novelty and value of such diverse student work? To tackle these problems, a grading scheme that involves multiple expert assessments of both the value and the impact of a student’s innovation needed to be developed.
This work presents and describes the development of the Innovative Impact Scale and how it has been integrated alongside Webb’s Depth of Knowledge levels as metrics to assess the innovative learning outcomes of students enrolled in an IBL course. Data on student learning outcomes collected from the course’s online platform will be assessed. To determine the effectiveness of using the IIS alongside Webb’s DoK as an assessment tool, multiple instructors from the institutions involved will review student learning outcomes. Instructor reviews will be assessed to compute inter-rater agreement scores, with instances producing the strongest agreements and disagreements evaluated and results discussed.
Swartz, E. M., & Striker, R., & Singelmann, L., & Alvarez Vazquez, E., & Pearson, M., & Ng, S. S. (2021, July), Innovating Assessment: Using Innovative Impact as a Metric to Evaluate Student Outcomes in an Innovation-Based Learning Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37338
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