Scenario-based assessment of learning experiences

Steven R. Haynes, Larry Spence, Lisa Lenze

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

Abstract

Learning assessment continues to challenge instructors in higher education. Particularly challenging is finding assessment methods that provide insights into both how well a particular learning activity performs, and what can be done to enhance its effectiveness. This paper presents a method for assessing the learning that derives from course-related experiences, both in and out of the classroom. The method uses students' selfreported learning scenarios as the focal unit of analysis. Students are asked to write two scenarios each semester. One scenario describes a valuable learning experience, and the other a situation where they felt a course-related learning activity was not effective. Results from use of the method suggest it may be a generally effective tool for both assessment and design/re-design of learning activity. Effectiveness of the method is supported by evidence from an object-oriented design and programming course over four semesters.

Original languageEnglish (US)
Title of host publication39th Annual Frontiers in Education Conference
Subtitle of host publicationImagining and Engineering Future CSET Education, FIE 2009
DOIs
StatePublished - Dec 1 2009
Event39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009 - San Antonio, TX, United States
Duration: Oct 18 2009Oct 21 2009

Other

Other39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009
CountryUnited States
CitySan Antonio, TX
Period10/18/0910/21/09

Fingerprint

scenario
Students
learning
experience
semester
Education
instructor
student
programming
classroom
evidence
education

All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications

Cite this

Haynes, S. R., Spence, L., & Lenze, L. (2009). Scenario-based assessment of learning experiences. In 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009 [5350730] https://doi.org/10.1109/FIE.2009.5350730
Haynes, Steven R. ; Spence, Larry ; Lenze, Lisa. / Scenario-based assessment of learning experiences. 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009. 2009.
@inproceedings{5a53084e929b40b7a0cf4befe382f5cf,
title = "Scenario-based assessment of learning experiences",
abstract = "Learning assessment continues to challenge instructors in higher education. Particularly challenging is finding assessment methods that provide insights into both how well a particular learning activity performs, and what can be done to enhance its effectiveness. This paper presents a method for assessing the learning that derives from course-related experiences, both in and out of the classroom. The method uses students' selfreported learning scenarios as the focal unit of analysis. Students are asked to write two scenarios each semester. One scenario describes a valuable learning experience, and the other a situation where they felt a course-related learning activity was not effective. Results from use of the method suggest it may be a generally effective tool for both assessment and design/re-design of learning activity. Effectiveness of the method is supported by evidence from an object-oriented design and programming course over four semesters.",
author = "Haynes, {Steven R.} and Larry Spence and Lisa Lenze",
year = "2009",
month = "12",
day = "1",
doi = "10.1109/FIE.2009.5350730",
language = "English (US)",
isbn = "9781424447152",
booktitle = "39th Annual Frontiers in Education Conference",

}

Haynes, SR, Spence, L & Lenze, L 2009, Scenario-based assessment of learning experiences. in 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009., 5350730, 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009, San Antonio, TX, United States, 10/18/09. https://doi.org/10.1109/FIE.2009.5350730

Scenario-based assessment of learning experiences. / Haynes, Steven R.; Spence, Larry; Lenze, Lisa.

39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009. 2009. 5350730.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Scenario-based assessment of learning experiences

AU - Haynes, Steven R.

AU - Spence, Larry

AU - Lenze, Lisa

PY - 2009/12/1

Y1 - 2009/12/1

N2 - Learning assessment continues to challenge instructors in higher education. Particularly challenging is finding assessment methods that provide insights into both how well a particular learning activity performs, and what can be done to enhance its effectiveness. This paper presents a method for assessing the learning that derives from course-related experiences, both in and out of the classroom. The method uses students' selfreported learning scenarios as the focal unit of analysis. Students are asked to write two scenarios each semester. One scenario describes a valuable learning experience, and the other a situation where they felt a course-related learning activity was not effective. Results from use of the method suggest it may be a generally effective tool for both assessment and design/re-design of learning activity. Effectiveness of the method is supported by evidence from an object-oriented design and programming course over four semesters.

AB - Learning assessment continues to challenge instructors in higher education. Particularly challenging is finding assessment methods that provide insights into both how well a particular learning activity performs, and what can be done to enhance its effectiveness. This paper presents a method for assessing the learning that derives from course-related experiences, both in and out of the classroom. The method uses students' selfreported learning scenarios as the focal unit of analysis. Students are asked to write two scenarios each semester. One scenario describes a valuable learning experience, and the other a situation where they felt a course-related learning activity was not effective. Results from use of the method suggest it may be a generally effective tool for both assessment and design/re-design of learning activity. Effectiveness of the method is supported by evidence from an object-oriented design and programming course over four semesters.

UR - http://www.scopus.com/inward/record.url?scp=77951468086&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77951468086&partnerID=8YFLogxK

U2 - 10.1109/FIE.2009.5350730

DO - 10.1109/FIE.2009.5350730

M3 - Conference contribution

SN - 9781424447152

BT - 39th Annual Frontiers in Education Conference

ER -

Haynes SR, Spence L, Lenze L. Scenario-based assessment of learning experiences. In 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009. 2009. 5350730 https://doi.org/10.1109/FIE.2009.5350730