Assessing and developing critical-thinking skills in higher education

Generic skills such as critical thinking, problem solving, and communication are essential for students' success in higher education and their careers. This article presents findings from an international study of students' (n ≈ 120,000) generic skills from six countries using a performance-based assessment. Results indicate that higher education students, on average, gain generic skills between entry and exit. However, learning gain is less marked than could be expected and varies significantly among country samples. Various background variables such as gender, ethnicity, parental level of education, and primary language are also explored. The authors conclude that it is feasible to reliably and validly measure generic skills in a cross-cultural context and that assessment of these skills is an essential component of best practices in higher education.     

Assessing practical laboratory skills in undergraduate molecular biology courses

This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students’ employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students’ perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff–student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achieve.     

Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills

Effective teamwork skills are essential for success in an increasingly team-based workplace. However, research suggests that there is often confusion concerning how teamwork is measured and assessed, making it difficult to develop these skills in undergraduate curricula. The goal of the present study was to develop a sustainable tool for assessing individual teamwork skills, with the intention of refining and measuring these skills over time. The TeamUp rubric was selected as the preliminary standardised measure of teamwork and tested in a second year undergraduate course (Phase One). Although the tool displayed acceptable psychometric properties, there was concern that it was too lengthy, compromising student completion. This prompted refinement and modification leading to the development of the Team-Q, which was again tested in the same undergraduate course (Phase Two). The new tool had high internal consistency, as well as conceptual similarity to other measures of teamwork. Estimates of inter-rater reliability were within a satisfactory range, although it was determined that logistical issues limited the feasibility of external evaluations. Preliminary evidence suggests that teamwork skills improve over time when taught and assessed, providing support for the continued application of the Team-Q as a tool for developing teamwork skills in undergraduate education.