scholarly journals UPDATE ON THE DEVELOPMENT OF ANALYTIC RUBRICS FOR COMPETENCY ASSESSMENT (DARCA)

2017 ◽  
Author(s):  
Gayle Lesmond ◽  
Nikita Dawe ◽  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Learning Outcomes ◽  
Teaching Assistants ◽  
Core Competency ◽  
Competency Assessment ◽  
Problem Analysis ◽  
Student Work ◽  
Communication Design ◽  
The Core ◽  
Measurement Tools ◽  
Rubric Development

The shift towards outcomes-based assessment in higher education has necessitated the exploration and development of valid measurement tools. Given this trend, the current project seeks to develop a set of generic analytic rubrics for the purpose of assessing learning outcomes in the core competency areas of design, communication, teamwork, problem analysis and investigation. This paper will provide an update on the original paper presented at CEEA 2015, in which the approach to rubric development for communication, design and teamwork was discussed. The current paper will detail the process of testing the communication, design and teamwork rubrics. In particular, it will report on the progress achieved in shadow testing, where teaching assistants and/or course instructors with grading experience (“assessors”) are asked to evaluate samples of student work using selected rows from the rubrics. The results of shadow testing will be presented.

scholarly journals DEVELOPMENTOF ANALYTIC RUBRICS FOR COMPETENCY ASSESSMENT

2015 ◽  
Author(s):  
Nikita Dawe ◽  
Gayle Lesmond ◽  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Learning Outcomes ◽  
Core Competency ◽  
Competency Assessment ◽  
Development Methodology ◽  
Rubric Development

This project aims to create and validate generic rubrics that can be used to authentically assess learning outcomes in core competency areas. As these rubrics are intended for ongoing use by students and educators who have had no involvement in their development, ensuring consistent interpretation and application is a challenge. This paper describes the rubric development methodology and progress to-date on Teamwork, Communication, and Design rubrics including the refinement of outcomes, indicators, and descriptors in response to expert feedback. We also discuss challenges that have delayed testing and deployment as well as future steps.

scholarly journals DEVELOPMENT AND VALIDATION OF DESCRIPTORS FOR UNIVERSAL PROBLEM-ANALYSIS RUBRIC

2018 ◽  
Author(s):  
Bahar Memarian ◽  
Susan McCahan
Keyword(s):  
Learning Outcomes ◽  
Faculty Members ◽  
Learning Activities ◽  
Problem Analysis ◽  
Evaluation Tool ◽  
Student Work ◽  
Engineering Faculty ◽  
Large Classes ◽  
Effective Feedback ◽  
Development And Validation

Abstract –This paper describes the process for creating and validating descriptors for a universal problem-analysis rubric. Our objective is to create descriptors that provide effective feedback to students on assessments that have been designed to elicit the demonstration of metacognitive problem-analysis skills.  Building on previously tested and validated indicators as well as benchmarking descriptors from credible and cited rubrics (e.g. the VALUE rubrics), the descriptors were developed through decomposition of global outcome statements and expansion into separate dimensions. The descriptors were then iteratively revised through consultation with faculty experts who teach in fields where assessment of problem-analysis is common. This involved individual faculty and focus group sessions held with engineering faculty members.  The universal problem-analysis rubric created could serve as a resource for engineering faculty to accompany their problem-analysis learning activities (e.g. problem sets) and to elicit student work that is aligned with learning outcomes students need to demonstrate to fulfill CEAB assessment needs. They could also use them as an evaluation tool to increase consistency and reliability of evaluation especially in large classes with multiple assessors.  

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

A Study on the Core Competency for Product-Service System

2015 ◽  
Vol 29 (2) ◽  
pp. 171-195 ◽  
Author(s):  
Hong, Yong-pyo ◽  
Young Jun Kim
Keyword(s):  
Service System ◽  
Core Competency ◽  
Product Service System ◽  
The Core ◽  
Product Service

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

2007 ◽  
Vol 30 (4) ◽  
pp. 65
Author(s):  
H. R. Rajani ◽  
C. Good
Keyword(s):  
Core Competency ◽  
Core Knowledge ◽  
Specialist Training ◽  
Medical Expert ◽  
Learning Session ◽  
Training Requirements ◽  
The Core ◽  
Case Based Learning ◽  
Contact Hours ◽  
Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

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