modified Research PRacticum  Integration Site

Overview of the Pilot Project

This pilot project aims to generate acceptability and feasibility data to support a proposed change of the current Research Practicum course (HLSC/KINE 4998/4999) to a modified Competency-Based Education (modified-CBE) format.

In this course, modified-CBE format focuses on making sure students show they have the knowledge, skills and behaviors (collectively referred to as competencies) needed for conducting research. Unlike traditional courses, where progress is based on time spent working and marks are linked to assignments, the modified-CBE is all about demonstrating competencies related to a being able to perform a set of professional activities (i.e. what researchers do as professionals), and getting the good outcomes.

These professional activities and outcomes include:

1. Development of a Research Proposal

2. Data Collection and Analysis

3. Preparation of a Conference Abstract 

4. Preparation of a Research Product

5. Preparation of a Poster

6. Presentation of a Poster

Assessment and Feedback 

Students will receive ongoing assessments and detailed feedback to help them master the required knowledge, skills and behaviors. After completing each professional activity, they will be assessed using a novel Observational Assessment Rubric (OAR). 

This rubric assesses general and technical competencies leading to the outcomes of their work. OAR for each of the  professional activity has two parts:

1. Assessment of general competencies 

2. Assessment of technical competencies

General competencies: The general competencies are further divided into behavioural and writing, while the technical competencies are linked directly to the outcomes of the professional activities. The Research Tutors will be asked to assess all competencies on a 5-level categorical competency scale (from novice to advanced). The idea here is that students may start as novices, and through experiences in the laboratory, they will move towards competence. These assessments are not part of the final grade, but serve as a source of feedback and reason for progression across various professional activities

Technical competencies: The technical competencies are knowledge, skills and behaviours related to completing the specific professional activity. For this reason, they are different for different activities. They will be assessed by the Research Tutor using a 10-point scale, and they will provide foundations for marks and final grades.

Progression:  The Research Tutor will need to acknowledge that the student is ready to move to the next activity.

Grades: The numerical assessments of technical competencies will be used to generate marks and final grade in the course based on the formula described here.

Feedback: Following the assessment, the student, Research Tutor, and coordinator meet online to discuss the results. They provide constructive feedback based directly on OAR, guiding the student's progress effectively. Please see "Progression and Feedback" tab for details.

Access to Assessment Forms

Both the Research Tutors and students have full access to all assessment forms used in this course. Why? The answer is simple: because it is good for the students!

I chose to make the assessment process transparent as there is an educational principle related to providing assessment rubrics to students before formal assessments: clarity of assessment expectations. This principle is rooted in several key educational theories and practices, such as formative assessment, scaffolding, and student-centered learning.

1. Formative Assessment: Providing rubrics before assessments allows students to understand the criteria against which they will be assessed. This understanding transforms the rubric into a formative tool, guiding students in their learning and helping them identify what high-quality work looks like. According to Black and Wiliam (1998), formative assessment can significantly enhance student learning and achievement.

2. Scaffolding: Vygotsky’s theory of the Zone of Proximal Development (ZPD) emphasizes the importance of providing appropriate supports to help students move from what they can do independently to what they can do with guidance. A rubric acts as a scaffold, offering a clear framework for what is expected and thus helping students to achieve higher levels of performance.

3. Transparency and Fairness: Transparency helps ensure fairness, as all students understand the standards they need to meet. It also empowers students by giving them control over their learning process.

4. Self-Regulated Learning: Providing rubrics encourages students to engage in self-assessment and reflection. They can use the rubric to assess their work, identify areas for improvement, and make necessary revisions before submitting their final product. This process promotes self-regulated learning, which is a crucial skill for a lifelong learning.

5. Constructive Alignment: Biggs' theory of constructive alignment highlights the importance of aligning learning objectives, teaching methods, and assessment tasks. When students are given rubrics, they can see how their learning activities and assessments align with the learning outcomes, making the learning process more coherent and meaningful.

References:

Black, P., & Wiliam, D. (1998): Their research on formative assessment highlights how clear, criteria-based assessment can improve student learning by providing specific, actionable feedback.

Vygotsky, L. S. (1978): His work on the Zone of Proximal Development supports the idea that appropriate scaffolding, like a rubric, helps students perform tasks they cannot do independently.

Biggs, J. (1996): His concept of constructive alignment underscores the importance of aligning assessment criteria with learning outcomes, which rubrics facilitate.