Problem Solving Rubrics

Thus we chose to evaluate the same 4 aspects of mathematical thinking as those of the Ministry’s rubrics (namely, Concepts & Applications; Strategies and Approaches; Accuracy; and Representation & Communication), but we wrote the descriptors as “I statements” so students could self-assess.

Thus we chose to evaluate the same 4 aspects of mathematical thinking as those of the Ministry’s rubrics (namely, Concepts & Applications; Strategies and Approaches; Accuracy; and Representation & Communication), but we wrote the descriptors as “I statements” so students could self-assess.

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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 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.

Ed.), New directions for institutional research: Measuring complex general education student learning outcomes, 149, 15-26. Retrieved from P., Fitch, P., Johnson, C., & Waldstein, F. An interdisciplinary study of service-learning predictors and outcomes among college students.

Toolkit: The nuts and bolts newsletter from Office of Assessment Services, 5(3). For a link to the archives portion of the website where you can access the issue, go to: Steinke, P. Using goal-based learning to understand why service-learning improves cognitive outcomes, (1). Outcomes assessment from the perspective of psychological science: The TAIM Approach. How to measure problem-solving ability: The problem-solving analysis protocol (P-SAP). Furco (Eds.), Advances in service-learning research, Vol 2: Service-learning research through a multidisciplinary lens, (pp.73-102). Implementing service-learning in the natural sciences. [Electronic version] National Society for Experiential Education Quarterly, 27 (3), 4-10.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. Examples of items include, “did not greatly enhance my learning in the course beyond what I gain from reading the text and attending class” (reverse scored) and “did help me to see the complexity of real life problems and their solutions.” A pretest version of this scale uses the stem, “Typically, course requirements that go beyond participation in class and assigned readings…” Steinke and Fitch (2007) have argued that because the responses are analyzed by comparison of pretest and posttest scores, not by the strength of a single self-report, that the CLS can provide information beyond typical indirect measures. The CLS has demonstrated good inter-item reliability and construct validity with other measures of cognitive learning, including the P-SAP. 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. 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.