Renee Cole (University of Iowa, USA), Christopher Bauer (University of New Hampshire, USA), Caryl Fish (Saint Vincent College, USA), Juliette Lantz (Drew University, USA)
Many faculty and departments have identified process skills such as information processing, problem solving, and critical thinking as desired outcomes of their courses/programs of study. There have been significant shifts by many instructors to incorporate more active-learning approaches into their classes to more explicitly address the development of these skills. Despite these shifts, in many cases there remains a disconnect between assessment strategies and the goals of instruction. In order to address this issue, we have identified strategies for writing and grading exam questions that can be used to assess student outcomes for process skills in addition to content knowledge. Data collected for the ANAPOGIL project will be used to illustrate how these strategies can provide evidence of student learning and skill development.