Comparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competence
Comparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competence
复制标题
比较系统思维能力的自我报告评估和基于情景的评估
DOI：
10.1007/s10956-023-10027-2
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发表时间：
2023
影响因子：
4.4
通讯作者：
Triantis, Konstantinos
中科院分区：
文献类型：
--
作者：
Davis, Kirsten A.;Grote, Dustin;Mahmoudi, Hesam;Perry, Logan;Ghaffarzadegan, Navid;Grohs, Jacob;Hosseinichimeh, Niyousha;Knight, David B.;Triantis, Konstantinos
自我报告评估在高等教育中经常被用来评估各种结构，包括态度，意见，知识和能力。系统思维是一种能力的例子，通常使用自我报告评估来衡量，个人回答几个关于他们对自己技能，习惯或日常决策的看法的问题。在这项研究中，我们将系统思维定义为将世界视为一个复杂的互联系统的能力，其中不同部分可以相互影响，并且相互关系决定系统结果。另一种不太常见的评估方法是通过提供关于非结构化问题的情景并评估受访者对情景的判断或分析来直接衡量技能（基于情景的评估）。本研究探讨了工科学生的自我报告评估和基于系统思维的评估之间的关系，发现有两个评估技术之间没有显着的关系。这些结果表明，使用自我报告评估作为一种方法来评估系统思维和其他能力的教育研究和评价，这可能是有限的，可以通过纳入替代格式评估能力。今后的工作应进一步探讨这些发现，并支持制定替代评估办法。
Self-report assessments are used frequently in higher education to assess a variety of constructs, including attitudes, opinions, knowledge, and competence. Systems thinking is an example of one competence often measured using self-report assessments where individuals answer several questions about their perceptions of their own skills, habits, or daily decisions. In this study, we define systems thinking as the ability to see the world as a complex interconnected system where different parts can influence each other, and the interrelationships determine system outcomes. An alternative, less-common, assessment approach is to measure skills directly by providing a scenario about an unstructured problem and evaluating respondents’ judgment or analysis of the scenario (scenario-based assessment). This study explored the relationships between engineering students’ performance on self-report assessments and scenario-based assessments of systems thinking, finding that there were no significant relationships between the two assessment techniques. These results suggest that there may be limitations to using self-report assessments as a method to assess systems thinking and other competencies in educational research and evaluation, which could be addressed by incorporating alternative formats for assessing competence. Future work should explore these findings further and support the development of alternative assessment approaches.
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