Comparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competence

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dc.contributor.authorDavis, Kirsten A.en
dc.contributor.authorGrote, Dustinen
dc.contributor.authorMahmoudi, Hesamen
dc.contributor.authorPerry, Loganen
dc.contributor.authorGhaffarzadegan, Naviden
dc.contributor.authorGrohs, Jacoben
dc.contributor.authorHosseinichimeh, Niyoushaen
dc.contributor.authorKnight, David B.en
dc.contributor.authorTriantis, Konstantinosen
dc.date.accessioned2023-10-09T13:36:20Zen
dc.date.available2023-10-09T13:36:20Zen
dc.date.issued2023-03en
dc.description.abstractSelf-report assessments are used frequently in higher education to assess a variety of constructs, including attitudes, opinions, knowledge, and competence. Systems thinking is an example of one competence often measured using self-report assessments where individuals answer several questions about their perceptions of their own skills, habits, or daily decisions. In this study, we define systems thinking as the ability to see the world as a complex interconnected system where different parts can influence each other, and the interrelationships determine system outcomes. An alternative, less-common, assessment approach is to measure skills directly by providing a scenario about an unstructured problem and evaluating respondents' judgment or analysis of the scenario (scenario-based assessment). This study explored the relationships between engineering students' performance on self-report assessments and scenario-based assessments of systems thinking, finding that there were no significant relationships between the two assessment techniques. These results suggest that there may be limitations to using self-report assessments as a method to assess systems thinking and other competencies in educational research and evaluation, which could be addressed by incorporating alternative formats for assessing competence. Future work should explore these findings further and support the development of alternative assessment approaches.en
dc.description.notesThis work was supported by the National Science Foundation (Award #: EEC-1824594).en
dc.description.sponsorshipNational Science Foundation [EEC-1824594]en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1007/s10956-023-10027-2en
dc.identifier.eissn1573-1839en
dc.identifier.issn1059-0145en
dc.identifier.urihttp://hdl.handle.net/10919/116430en
dc.language.isoenen
dc.publisherSpringeren
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectSelf-report assessmentsen
dc.subjectScenario-based assessmenten
dc.subjectSystems thinkingen
dc.subjectCompetence assessmenten
dc.titleComparing Self-Report Assessments and Scenario-Based Assessments of Systems Thinking Competenceen
dc.title.serialJournal of Science Education and Technologyen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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