Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work
Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work
复制标题
超越内容的建设性协调：评估学生小组互动和书面作业的专业技能
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
J. Lantz
中科院分区：
文献类型：
--
作者：
R. Cole;Gil Reynders;S. Ruder;Courtney Stanford;J. Lantz
最近的许多报告都呼吁将专业技能的发展作为优质本科经历的一部分，以更好地为大学毕业生进入劳动力市场做准备；这种准备需要对化学和其他STEM领域的这些技能进行更明确的评估。虽然专业技能可能是课程目标的一部分，但这些技能的发展和评估必须主要作为课程体验的一部分进行。然而，由于缺乏评估技能发展和向学生提供反馈的工具和策略，技能发展仍然是课程作业的隐性组成部分，没有以有意义的方式加以解决。为了满足这一需求，制定了标准，作为通过提高STEM过程技能来加强学习（ELIPSS）项目的一部分，以评估学生书面作业和小组互动中信息处理、批判性思维、问题解决、沟通、团队合作、管理和元认知技能的证据。在这里，我们报告了如何在多种学习环境中实现规则的广泛概述，包括两个案例研究的详细描述。教师调查的结果和对这些案例研究的分析表明，教师已经改变了他们的课程，使用各种教学实践，包括更明确的专业技能评估。对助教和学生的访谈表明，虽然助教对如何在书面作业和小组互动中评估专业技能有了更清晰的理解，但学生仍然需要更具体的反馈来提高他们的技能。
Many recent reports have called for the development of professional skills as part of a quality undergraduate experience to better prepare college graduates to enter the workforce; this preparation requires more explicit assessment of these skills in chemistry and other STEM fields. While professional skills may be part of programmatic goals, the development and assessment of these skills must largely take place as part of course experiences. However, skill development remains an implicit component of coursework that is not addressed in a meaningful way due to a lack of tools and strategies for assessing skill development and providing feedback to students. To address this need, rubrics were developed as part of the Enhancing Learning by Improving Process Skills in STEM (ELIPSS) Project to assess evidence of information processing, critical thinking, problem solving, communication, teamwork, management, and metacognition skills in student written work and group interactions. Here, we report a broad overview of how the rubrics have been implemented in multiple learning environments including detailed descriptions of two case studies. Results from faculty surveys and analysis of these case studies indicate that instructors have changed their curricula to include more explicit assessment of professional skills using a variety of instructional practices. Interviews with teaching assistants and students indicate that while the teaching assistants obtained a clearer understanding of how to assess professional skills in both written work and group interactions, the students continue to need more specific feedback in order to improve their skills.