Assessment in the Use of Excel Competency for Problem Solving Using the Approach of Expert and Novice Theory

Authors

  • Katherina Edith Gallardo Tecnologico de Monterrey
  • Jaime Ricardo Valenzuela González Tecnológico de Monterrey

DOI:

https://doi.org/10.11575/ajer.v60i3.56013

Keywords:

competency-based learning, performance assessment, theory of experts and novices, problem-solving, Excel

Abstract

The assessment of Competency-Based Learning (CBL) generally lacks a foundation to guide the construction of instruments that accords the nature and goals of this educational model. The measurement instruments normally used in CBL only provide a numerical score with limited information about the levels of competencies reached. This research aims to outline an assessment model that gives room to infer the individual's level of achieved competencies. The study is grounded in the theory of experts and novices and employed a mixed methodology in order not only to discover the measurement of the levels of competency from a numerical perspective but also to qualitatively understand how the students achieve a certain level of expertise in a concrete disciplinary area. The focus of this research study was on problem solving using Excel. Five professors participated in criteria selection, problem design, and the assessment process. We concluded that CBL assessment can be implemented in a more integral way when supported by theoretical frameworks that permit instructors to assess students' achievements and give more effective feedback related to their strengths and weaknesses.

L’évaluation de l’apprentissage basé sur la compétence n’a pas, de façon générale, de fondement pour guider la construction d’instruments qui cadrent avec la nature et les objectifs de ce modèle éducatif. Les instruments de mesure normalement utilisés en apprentissage basé sur la compétence fournissent uniquement une note numérique et des données limitées quant aux niveaux de compétences acquises. Cette recherche veut fournir un aperçu d’un modèle d’évaluation qui comporte une marge permettant de déduire le niveau de compétences acquises par les élèves. L’étude s’appuie sur la théorie des experts et des débutants. Elle repose sur une méthodologie mixte de sorte à découvrir comment mesurer les niveaux de compétence à partir de valeurs numériques, ainsi que comment comprendre, de façon qualitative, comment les élèves atteignent un certain niveau d’expertise dans un domaine concret. La recherche misait la résolution de problèmes en utilisant Excel. Cinq professeurs ont participé à la sélection des critères, à la conception des problèmes et au processus d’évaluation. Nous avons conclu que l’évaluation de l’apprentissage basé sur la compétence peut être mise en œuvre de manière plus intégrée quand elle est appuyée par des cadres théoriques permettant aux enseignants d’évaluer les performances des élèves et fournir de la rétroaction plus efficace sur leurs forces et leurs faiblesses.

Author Biographies

Katherina Edith Gallardo, Tecnologico de Monterrey

Katherina Edith Gallardo Córdova is a professor at the Graduate School of Education, Humanities, and Social Sciences, in the Tecnológico de Monterrey (ITESM). She has a Ph.D. In Innovation and Educational Technology by ITESM. She is also a member of the National Researchers System, from the National Council of Science and Technology, México. Her research interests are focused on the subjects of educational evaluation, online learning and adult education

Jaime Ricardo Valenzuela González, Tecnológico de Monterrey

Jaime Ricardo Valenzuela González is a professor at the Graduate School of Education, Humanities, and Social Sciences, in the Tecnológico de Monterrey (México). He has a Ph.D. In Educational Psychology by the University of Texas at Austin. He is also a member of the National Researchers System, from the National Council of Science and Technology, México. His research interests are focused on the subjects of educational evaluation, competence based education, and online learning.

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Published

2015-09-24

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Section

ARTICLES