จากผลลัพธ์การเรียนรู้สู่การประเมิน : โมเดลการวัดและประเมินทักษะการแก้ปัญหาอย่างสร้างสรรค์ในผู้เรียนระดับอุดมศึกษา

Metinee Tanongkit; Sirirat Janyarat; Tippawan  Dechsong; Sarawut  Trisri; Patcharee  Preedasuriyachai

Authors

Metinee Tanongkit Lecturer (Ph.D.) in Division of Social Sciences and Humanities, Department of Arts and Sciences, Innovative Learning Center, Srinakharinwirot University
Sirirat Janyarat Assistant Professor (Ph.D.) in Division of Social Sciences and Humanities, Department of Arts and Sciences, Innovative Learning Center, Srinakharinwirot University
Tippawan Dechsong Lecturer (Ph.D.) in Division of Social Sciences and Humanities, Department of Arts and Sciences, Innovative Learning Center, Srinakharinwirot University
Sarawut Trisri Lecturer (Ph.D.) in Division of Social Sciences and Humanities, Department of Arts and Sciences, Innovative Learning Center, Srinakharinwirot University
Patcharee Preedasuriyachai Assistant Professor (Ph.D.) in Division of Science and Technology, Department of Arts and Sciences, Faculty of Innovative Learning Center, Srinakharinwirot University

Keywords:

creative problem solving skill, integrated model for assessing, learning outcomes, assessment, higher education

Abstract

This academic article aims to present an integrated model for assessing creative problem-solving skills among higher education students, particularly in the contexts of general education courses and large classes. Creative problem-solving is a soft skill characterized by a process-oriented and multidimensional structure, involving understanding problems, generating ideas, making decisions, and developing solutions for action. Therefore, it cannot be comprehensively assessed through a single instrument or solely through end-point outcomes. The academic article proposed model functions as a mechanism for translating learning outcomes into assessment by connecting six components: defining the skill, identifying behavioral indicators, designing learning activities, specifying assessment evidence, determining assessment tools, and using assessment results. The model emphasizes the assessment of both processes and outcomes, the use of multiple sources of traceable evidence, and the application of assessment results to provide feedback and support students’ continuous development. In addition, the article discusses challenges in applying the model in general education courses of higher education contexts, including translating learning outcomes into behaviors and assessment evidence, validity, fairness, consistency in judgment, teachers’ workload, and assessment culture.

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