The mediating role of assessments in the development of problem-solving skills in university students

Abstract

The purpose of the study was to examine the mediating role of assessments in the development of problem-solving skills in university students at a selected university in Botswana. The study was specifically an attempt at identifying assessment strategies and question types that promote the development of problem-solving skills in university students. As part of the study, challenges which are faced by lecturers that militate against the development of assessments for the development of problem-solving skills in students were identified. The study used samples of 438 students and 108 lecturers selected using a stratified random sampling procedure to collect data about the role of assessments in the development of problem-solving skills in university students. A structured questionnaire that used a 5-point Likert scale was used for data collection. Collected data was analysed using SPSS version 24. Results of the study showed that assessment strategies that include practical examinations, projects, portfolios, quizzes, short tests, in class assessments (ICAs) and written examinations can be used to develop problem-solving skills in students, while oral presentations do not develop problem-solving skills in students. It was also found that assessment type questions that include essays, case studies, short answer and assertion/reasoning questions could be used to develop problem-solving skills in students, while assessment question types such as multiple choice, fill-in the blanks, matching and true or false do not lead to the development of problem-solving skills in university students. Results of this study will play a significant role in conscientising university lecturers on the types of assessments which can be used for the development of problem-solving skills in university students.