The full set of P-SAP rubrics provides scoring criteria for the two dimensions (locus/source and complexity) separately for each of the four questions in the protocol (questions about problem, cause, solution and analysis of solution).
See examples of low, medium, and high coding for locus and complexity using the global coding rubric with problems from educational psychology and child development courses.
The P-SAP is especially designed to help measure cognitive skills developed in academic experiential learning activities such as service-learning but can be adapted for other uses. Eyler (Eds.), Advances in service-learning research, Vol.
The P-SAP has demonstrated good inter-rater reliability and construct validity with intellectual development and cognitive learning measures. 3: Research exploring context, participation, and impacts, 171-194.
CLS The Cognitive Learning Pre-Post Scale (CLS) is a pretest-posttest self-report scale to assess application and depth of knowledge in courses with an experiential learning component and/or high-impact practice.
The current version of the self-report cognitive learning scale uses the stem, “In this course, course requirements that went beyond participation in class and assigned readings…” Items were adapted from Eyler and Giles (1999) with additions for a total of nine items.
How to measure problem-solving ability: The problem-solving analysis protocol (P-SAP). Furco (Eds.), Advances in service-learning research, Vol 2: Service-learning research through a multidisciplinary lens, (pp.73-102).
Implementing service-learning in the natural sciences. [Electronic version] National Society for Experiential Education Quarterly, 27 (3), 4-10.
We ask only that you contact either one of us, Peggy Fitch, Central College or Pamela Steinke, University of St. We also encourage you to contact either one of us to ask questions or get feedback on their use.
P-SAP The Problem-Solving Analysis Protocol (P-SAP) is a written problem-solving protocol for assessing problem solving skills that can be easily integrated into the normal activities of a class (Steinke & Fitch, 2003).