Abstract:

Within higher education, the suspension of face-to-face instruction due to the COVID-19 pandemic has created numerous challenges, one of which is the assessment of student learning. This paper examines the effectiveness of an existing assessment method, the Computing Professional Skills Assessment (CPSA) within a fully online environment in a computing program at a university in the United Arab Emirates. The CPSA is a learning-oriented assessment and it is purpose is to measure students’ proficiency in the 21st century or professional skills- skills that are essential to life and workplace success such as teamwork, communication, and problem solving. The CPSA is designed as a small group assessment where through an online asynchronous discussion students attempt to develop solutions to a computing-related problem that crosses disciplinary boundaries and to which there is no single correct answer. The method, though utilizing an online discussion board, was implemented in the past as part of a face-to-face teaching environment. However, for 18 months during the Covid-19 pandemic it was implemented within a fully online teaching environment. This study compares students’ achievements in the fully online mode with achievements in the pre-pandemic face-to-face mode. Results indicate that students performed consistently at or near the desired proficiency level. Based on these findings it appears that the CPSA is an effective assessment for the 21st century skills in a fully online environment.

Keywords:

Learning outcomes, professional skills, computing, measurement.