ArticleCooper, G. (2008). Assessing international learning experiences: A multi-institutional collaboration. Phi Kappa Phi Forum, 88(1), 8.
ProblemImplicit: relying on standardized testing or one-shot assessment practices that lack a broader understanding of a learners knowledge, skills, and attitudes/dispositions.
PurposeTo apply learning outcomes and assessment rubrics to international learning experiences.
ParticipantsUndergraduate students from various disciplines that included six different participating institutions: Michigan State University, Portland State University, Dickinson College, Kalamazoo College, Palo Alto Community College, and Kapi'olani Community College.
InstrumentsEportfolios and an online student survey (i.e., Student Portfolio Information Form (SPIF)) was used in this study. The survey included both demographic information as well as information related to eportfolios.
ProcedureData collection: Students (participants) included a variety of artifacts to be included in each respective learner eportfolio.
Analysis: Assessment rubrics were used to evaluate knowledge, skills, and attitudes of learners using the following scale: inadequate, minimal, moderate, and extensive. Knowledge, skills, and attitudes were then cross-referenced based on subjects, experiences, backgrounds, and fields of study. A cross-tabulation of data approach was applied.
Results and DiscussionThirty out of forty students (or 75%) who studied abroad scored extensive on the specified criteria while only fifteen out of sixty students (or 25%) who did not study abroad scored extensive. Possible conclusion: students who study abroad have higher scores in recognizing the importance and validity of others' perspectives.
- Method and purpose for others to adapt study to local contexts (strengths)
- Light on theory and results (weakness)