WHAT WE HAVE LEARNED:
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Produce a systematic plan for development of assessment tools for instructors for both content learning and
problem solving capabilities, and for learning research purposes to reveal the nature of the learning found in CSS classrooms

Generate a set of assessment practices to describe learning of complex cognitive and interpersonal skills

Develop formative
assessment tools for pacing and monitoring learning

Utilize all CSS project
participants in the
assessment process

Develop tools to measure adaptive expertise

CONSEQUENCES FOR ASSESSMENT OF LEARNING

Recognizing the migration of strengths considered valuable by the IT industry in prospective employees is the starting point for planning the augmentation of the educational assessment process. As our current assessment tools are not adequate to measure the strength level of values such as student growth, problem solving, business communications, leadership, teaming and collaboration skills, and the usability of student-acquired knowledge, which a CSS project can interject, creativity and developmental support are critical.

CSS projects build in a mutual responsibility for the development and use of assessment criteria. The faculty, business partner, and the student all have a vested interest in measurable feedback as evidence of learning; therefore, all participants should be involved in the assessment process. Faculty must step outside the box to creatively use both motivational and fair evaluation tools to encourage students to expand their perception of what knowledge to acquire. Potential assessment methods such as periodic evaluation of team interactions and activities, assignment of a skills grade in addition to a collaboration grade, student activity log assessment, bonus points for good ideas, and periodic performance improvement feedback have all been offered and used by CSS project faculty participants. Pre-planning (e.g. milestone mapping, multi-dimensional “project line” for students listing resources, goals, tools used, deadlines, accomplishments, etc.) and the use of adaptive construction to utilize team assessment results as a pacing tool can assist the instructor in managing the assessment activity. Business partners can also contribute to student assessment through evaluation of project interactions, business communication adequacy, problem solving methods, teaming success, and project outcomes. Providing self-assessment tools to students for use individually and by teams allow peer evaluation to serve as a motivational tool for reaching learning goals.
 
CSS projects are purposely aligned with IT industry needs to help students gain useable knowledge and “employability” value. Although IT certification through examination seems to be generally valued by the IT industry, certification examinations fall short on indication of proficient adaptive expertise. The trade-off of teaching to a test is that a passing grade does not necessarily indicate expertise in business skills valued by employers. Aligning education with industry expectations emphasizes the importance of including contextual problem-based learning in the college curriculum base.

Edited from comments made by a CSS project faculty participant,
Tennessee State University