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written by Renee Cole, Gilbert Reynders, Courtney Stanford, and Juliette Lantz
This paper examines the use and implementation of rubrics designed by the ELIPSS Project (Enhancing Learning by Improving Process Skills) in multiple learning environments. The rubrics were designed to promote undergraduate students' understanding of chemistry through novel pedagogies and innovative strategies. Many recent reports have called for the development of professional skills as part of a quality undergraduate experience to better prepare college graduates to enter the workforce; this preparation requires more explicit assessment of these skills in chemistry and other STEM fields. Development and assessment of professional skills must largely take place as part of course experiences. However, skill development remains an implicit component of coursework that is not addressed in a meaningful way due to a lack of tools and strategies for assessing skill development and providing feedback to students. To address this need, The ELIPSS Project rubrics were crafted to assess evidence of information processing, critical thinking, problem solving, communication, teamwork, management, and metacognition skills in student written work and group interactions. This report provides a broad overview of how the rubrics have been implemented across a variety of learning environments, including detailed descriptions of two case studies. Results from faculty surveys and analysis of these case studies indicate that instructors have changed their curricula to include more explicit assessment of professional skills using a variety of instructional practices. Interviews with teaching assistants and students indicate that while the teaching assistants obtained a clearer understanding of how to assess professional skills in both written work and group interactions, the students continue to need more specific feedback in order to improve their skills.
25th International Conference on Chemistry Education (ICCE)
Part of the Research and Practice in Chemistry Education series
Sydney, New South Wales, Australia: July 10-14, 2018
Volume 1 out of 1, Pages 203-222
Subjects Levels Resource Types
Education Foundations
- Assessment
= Instruments
= Methods
- Problem Solving
= Metacognition
- Sample Population
= Instructor: Pre-service
Education Practices
- Learning Environment
- Pedagogy
General Physics
- Scientific Reasoning
Other Sciences
- Chemistry
- High School
- Lower Undergraduate
- Professional Development
- Assessment Material
= Rubric
- Reference Material
= Article
= Proceedings
Intended Users Formats Ratings
- Professional/Practitioners
- Administrators
- Researchers
- Educators
- text/html
- application/pdf
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© 2018 Springer Nature Singapore
DOI:
9811369984
Keywords:
Process Skills, Process Skills assessment
Record Creator:
Metadata instance created September 6, 2023 by Caroline Hall
Record Updated:
September 6, 2023 by Caroline Hall
Last Update
when Cataloged:
April 7, 2019
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Record Link
AIP Format
R. Cole, G. Reynders, C. Stanford, and J. Lantz, , presented at the 25th International Conference on Chemistry Education (ICCE), Sydney, New South Wales, Australia, 2018, WWW Document, (https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13).
AJP/PRST-PER
R. Cole, G. Reynders, C. Stanford, and J. Lantz, Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work, presented at the 25th International Conference on Chemistry Education (ICCE), Sydney, New South Wales, Australia, 2018, <https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13>.
APA Format
Cole, R., Reynders, G., Stanford, C., & Lantz, J. (2018, July 10-14). Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work. Paper presented at 25th International Conference on Chemistry Education (ICCE), Sydney, New South Wales, Australia. Retrieved July 22, 2024, from https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13
Chicago Format
Cole, R, G. Reynders, C. Stanford, and J. Lantz. "Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work." Paper presented at the 25th International Conference on Chemistry Education (ICCE), Sydney, New South Wales, Australia, July 10-14, 2018. https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13 (accessed 22 July 2024).
MLA Format
Cole, Renee, Gilbert Reynders, Courtney Stanford, and Juliette Lantz. "Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work." 25th International Conference on Chemistry Education (ICCE). Sydney, New South Wales, Australia: 2018. 203-222 Vol. 1 of Research and Practice in Chemistry Education. 1 vols. 22 July 2024 <https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13>.
BibTeX Export Format
@inproceedings{ Author = "Renee Cole and Gilbert Reynders and Courtney Stanford and Juliette Lantz", Title = {Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work}, BookTitle = {25th International Conference on Chemistry Education (ICCE)}, Pages = {203-222}, Address = {Sydney, New South Wales, Australia}, Series = {Research and Practice in Chemistry Education}, Volume = {1}, Month = {July 10-14}, Year = {2018} }
Refer Export Format

%A Renee Cole %A Gilbert Reynders %A Courtney Stanford %A Juliette Lantz %T Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work %S Research and Practice in Chemistry Education %V 1 %D July 10-14 2018 %P 203-222 %C Sydney, New South Wales, Australia %U https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13 %O 25th International Conference on Chemistry Education (ICCE) %O July 10-14 %O 1 %O text/html

EndNote Export Format

%0 Conference Proceedings %A Cole, Renee %A Reynders, Gilbert %A Stanford, Courtney %A Lantz, Juliette %D July 10-14 2018 %T Constructive Alignment Beyond Content: Assessing Professional Skills in Student Group Interactions and Written Work %B 25th International Conference on Chemistry Education (ICCE) %C Sydney, New South Wales, Australia %V 1 %6 1 %P 203-222 %S Research and Practice in Chemistry Education %8 July 10-14 %U https://link.springer.com/chapter/10.1007/978-981-13-6998-8_13


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