Problem Solving Rubrics

Many departmental program assessment plans include outcomes about students’ ability to apply knowledge but faculty members have difficulty identifying how to assess application.

Second, assessment teams can also code the same protocol for more general problem-solving skills as related to other intellectual skills such as critical thinking, knowledge transfer and perspective taking. Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults.

We focus mainly on the Problem-Solving Analysis Protocol (P-SAP) on this website but you will also find information on our other collaborative projects including the Cognitive Learning Scale (CLS).

Both instruments can be used free of charge for purposes of research and assessment. Hatcher (Eds.), Research on service learning: Conceptual frameworks and assessment, Vol.

The P-SAP is especially designed to help measure cognitive skills developed in academic experiential learning activities such as service-learning but can be adapted for other uses. Eyler (Eds.), Advances in service-learning research, Vol.

Problem Solving Rubrics

The P-SAP has demonstrated good inter-rater reliability and construct validity with intellectual development and cognitive learning measures. 3: Research exploring context, participation, and impacts, 171-194.

Students answer a series of questions about the causes, consequences and solutions for a problem that arises from the issue. Workshop presented at the Fitch, P, Steinke, P, & Hudson, T. Research and theoretical perspectives on cognitive outcomes of service learning.

The problem-solving protocol can be used in class as a graded assignment or exam question or as a class exercise to start discussion.

The P-SAP allows two different uses for assessment purposes. Using written protocols to measure service-learning outcomes.

First, whether the protocol is used as a graded assignment or not, faculty in the discipline can score a sample of protocols for students’ comprehension and application of content knowledge.


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