Comparison of student marks obtained by an assessment panel reveals generic problem-solving skills and academic ability as distinct skill sets |
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| Authors: | Andis Klegeris Emelie Gustafsson Heather Hurren |
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| Institution: | 1. Department of Biology, University of British Columbia Okanagan Campus , Kelowna, Canada andis.klegeris@ubc.ca http://orcid.org/0000-0001-6587-6458;2. Department of Mathematics, Statistics, Physics and Computer Science, University of British Columbia Okanagan Campus , Kelowna, Canada;3. Centre for Teaching and Learning, University of British Columbia Okanagan Campus , Kelowna, Canada |
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| Abstract: | Generic problem-solving skills have been identified as one of the key competencies valued by professional programmes, university students and their future employers. A lack of widely available and simple testing tools prevents assessment of the development of student problem-solving skills. As part of a research study, a generic problem-solving test was administered to 130 third-year science students during three consecutive years. A comparison between the scores students achieved in this test with their six academic marks obtained in this course showed no significant correlation. Lack of correlation between the problem-solving skill test scores and academic marks of students was confirmed in a larger population of students participating in a campus-wide study of generic problem-solving skills (n = 830). Problem solving and academic performance may represent two independent skill sets of students; testing problem-solving skills of students could be introduced to achieve a more comprehensive evaluation of undergraduate student progress and achievement. |
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| Keywords: | Undergraduate education problem solving student skills assessments higher education correlation analysis |
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