Shifts in the Assessment of Problem Solving

Krkovic, Katarina; Mustafić, Maida; Wüstenberg, Sascha; Greiff, Samuel

doi:10.1007/978-3-319-65368-6_4

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…In general, higher scores on each criterion are desirable, but as each student and every learning context differs, we reiterate the purpose of the criteria in eliciting re ection. For instance, scoring low for the criterion team mental model infers a lack of feeling part of the interprofessional team, yet this can result from a variety of reasons not attributable to the learner (Funke et al, 2018;Krkovic et al, 2018). Ofcourse, not every learning situation may come with enriching experiences, and lower scores are to be expected when the context does not match a learner's preferences.…”

Section: Scoring Strategymentioning

confidence: 99%

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Cantaert,

Pype,

Lauwerier

2023

Preprint

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Interprofessional education is vital in equipping students with the competencies and identity needed to become skilled collaborators and lifelong learners. However, the lack of formative assessment tools renders it difficult to scaffold the development of an interprofessional identity (IPI). Therefore, this article reports the design elements and presents the perceptions of medical students involved in the co-construction of the Rubric Interprofessional Identity Development (RIPID). Following a pragmatist approach, a multiperspective 8-step inquiry led to a manual with definitions, illustrative quotes, scoring instructions and exemplars as well as evidence supporting the validity of RIPID. The RIPID is a generic analytic rubric that can be used to assess the extent to which a learner’s IPI is developing across different contexts on the basis of a variety of assignments and by means of multisource feedback. The theoretically supported criteria account for the (meta)cognitive, emotional and social dimensions of interprofessional learning, of which the descriptors are formulated to elicit reflection. Students are convinced that the RIPID can be used for the authentic assessment of their interprofessional development, confirm its suitability for self-assessment, and see merit in the early introduction in an e-portfolio to promote self-regulated learning. Furthermore, the RIPID can be used for the meta-assessment of programs to improve constructive alignment across the curriculum. Further research is needed to empirically test and psychometrically validate the RIPID at a large scale in different health and non-health settings and to determine its use within a programmatic assessment approach to interprofessional learning.

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Section: Scoring Strategymentioning

confidence: 99%

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Cantaert,

Pype,

Lauwerier

2023

Preprint

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“…Assessment tools: Complex problem scenarios where the student is physically or through computer simulations asked to solve [85], socio-ecological dilemmas [86], serious games [87] and social simulations [88].…”

Section: • Competence: Decision Makingmentioning

confidence: 99%

The Contribution of Higher Education to Sustainability: The Development and Assessment of Sustainability Competences in a University Case Study

Kioupi

Voulvoulis

2022

Education Sciences

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Universities can make a significant contribution to sustainability, and the development of sustainability competences in their graduates should be a key outcome of their courses. We propose an assessment framework for enabling and evaluating the attainment of sustainability competences in University students. We outline its six steps, offering tools on how to assess the alignment of University programs’ Learning Outcomes (LOs) to sustainability and how translate them into competences for sustainability. We provide approaches to evaluate existing assessment methods in terms of enabling students to develop and apply their competences, guidance on how to conduct the assessments to collect data on student performance and eventually how to use the data, and evidence collected to evaluate if the students are developing the intended competences. We illustrate the application of the assessment tool in a University case study and we draw conclusions on the evidence it offers to how higher education practitioners can benefit from its use.

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“…Over the past two decades, there has been a paradigm shift towards complex open‐ended learning environments (OELE) and computer‐based assessments emphasizing the relevance of problem‐solving skills for both academic and professional work environments (Csapó & Funke, 2017; Krkovic et al, 2018; World Economic Forum, 2020). Given the relevance of problem‐solving competences and their hard‐to‐measure nature, the question of how these skills can be accurately assessed has arisen.…”

Section: Introductionmentioning

confidence: 99%

“…Instructional and simulation designers should provide specific tools to support students as well as tackle problems. Krkovic et al, 2018;World Economic Forum, 2020). Given the relevance of problem-solving competences and their hard-to-measure nature, the question of how these skills can be accurately assessed has arisen.…”

mentioning

confidence: 99%

The relationship between problem‐solving behaviour and performance – Analysing tool use and information retrieval in a computer‐based office simulation

Ludwig

Rausch

2022

Computer Assisted Learning

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Background: Problem-solving competences have evolved into key skills for professionals. Computer-based business simulations enable the analysis of problemsolving processes beyond end results. An important aspect of successful problemsolving is to systematically use built-in tools and process the provided information efficiently.Objectives: This investigation explores the relationship between students' tool use, information retrieval, and problem-solving success in a computerized problem-solving office simulation.

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Shifts in the Assessment of Problem Solving

Cited by 6 publications

References 10 publications

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

The Contribution of Higher Education to Sustainability: The Development and Assessment of Sustainability Competences in a University Case Study

The relationship between problem‐solving behaviour and performance – Analysing tool use and information retrieval in a computer‐based office simulation

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