We created the P-SAP based on the work of researchers on cognitive outcomes of service-learning (Eyler & Giles, 1999) and the reflective judgment framework of intellectual development (King & Kitchener, 1994).
The P-SAP presents a real-world issue to the student that is directly relevant to the application of material the student is learning in the course, and by simply changing the issue the protocol can be used in a wide variety of classes. Retrieved from Relevant Author Publications: Fitch, P., & Steinke, P. Tools for assessing cognitive outcomes of experiential learning.
The P-SAP allows two different uses for assessment purposes. Using written protocols to measure service-learning outcomes.
First, whether the protocol is used as a graded assignment or not, faculty in the discipline can score a sample of protocols for students’ comprehension and application of content knowledge.
Ed.), New directions for institutional research: Measuring complex general education student learning outcomes, 149, 15-26. Retrieved from P., Fitch, P., Johnson, C., & Waldstein, F. An interdisciplinary study of service-learning predictors and outcomes among college students.
Toolkit: The nuts and bolts newsletter from Office of Assessment Services, 5(3). We ask only that you contact either one of us, Peggy Fitch, Central College or Pamela Steinke, University of St. We also encourage you to contact either one of us to ask questions or get feedback on their use. P-SAP The Problem-Solving Analysis Protocol (P-SAP) is a written problem-solving protocol for assessing problem solving skills that can be easily integrated into the normal activities of a class (Steinke & Fitch, 2003). The full set of P-SAP rubrics provides scoring criteria for the two dimensions (locus/source and complexity) separately for each of the four questions in the protocol (questions about problem, cause, solution and analysis of solution). See examples of low, medium, and high coding for locus and complexity using the global coding rubric with problems from educational psychology and child development courses. For a link to the archives portion of the website where you can access the issue, go to: Steinke, P. Using goal-based learning to understand why service-learning improves cognitive outcomes, (1). Outcomes assessment from the perspective of psychological science: The TAIM Approach. For instance, if a student might choose this statement in the Strategies & Approaches aspect: “I chose a strategy that worked.It allowed me to get an answer but it took a long time, and was confusing in places.” That statement can apply to a primary student using strategies for double-digit addition as well as for a high school student looking to solve trig problems.Sandra Cushway, another teacher in my district, and I are presently in our 5th year of an action research project concerning teaching the whole curriculum through problem solving.As part of that project we developed a problem-solving rubric modeled somewhat after the rubrics developed by the BC Ministry of Education.