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measured the social standard, with industry experts scoring them higher. • Industry and education experts disagreed on the extent to which the Task 2 assessment measured social-technical standards, with industry experts scoring it higher. Usability of SBL Instructional Materials in the Classroom: The data indicated that faculty experts found Task 2 to be the most usable for the classroom, followed by Task 3, Task 4, and Task 1. The primary reason for these rankings related to the “step-by-step” directions in Tasks 2 and 3 and the relative complexity of Tasks 4 and 1. Authenticity of SBL Instructional Materials to Industry Contexts: The industry experts found Tasks 2 and 4 to be the most authentic, followed by Tasks 1 and 3. They favored tasks that involved students in direct use of the NCBI database and the full cycle of data search, manipulation, representation, and interpretation. They disfavored tasks that emphasized the use of web tools without students understanding why they were using them (e.g., narrow focus on technical tool usage) or that did not involve typical NCBI data. Authenticity of the SBL Assessments: The industry experts and education experts differed in their ratings of the authenticity of the assessments. The industry experts rated the assessments of Tasks 2 and 4 as the most authentic, whereas, educators rated the Task 1 and 2 assessments as the most authentic. • Industry experts wanted to assess students’ capacity to understand and engage in the wide range of interpretive activities used in the bioinformatics workplace, and they generally pushed for harder rubrics. The only assessment framework that industry experts preferred more than the education experts was for Task 4—the most comprehensive of the tasks and the associated assessments. • Education experts wanted to assess students on knowledge and skills that seemed most appropriate considering the other courses students would be taking, and they indicated higher ratings for the overall assessment framework. Opportunity for Students to Learn Industry Skills and Receive Targeted Feedback/ Assessment: Industry experts viewed Task 4 as the most likely to offer an opportunity to learn the knowledge and skills needed in the bioinformatics industry, followed by Tasks 1 and 2. They rated Task 3 as the least likely to offer the opportunity to learn such industry-relevant skills. The assessment results mirrored these reviews. The industry experts rated Tasks 4 and 2’s assessments as most focused on measuring high-level skills, followed by Task 1 and Task 3. They rated Task 2 assessments as most focused on measuring content knowledge, followed by the assessments of Tasks 1 and 4. They saw the Task 3 assessment as least related to bioinformatics content knowledge. Opportunity for Students to Learn Curriculum-Relevant Knowledge and Skills and Receive Targeted Feedback/Assessment: Education experts viewed Task 4 as most likely to offer an opportunity to learn the knowledge and skills relevant to their curriculum, followed by Tasks 2, 3, and 1. But their review of the assessments differed. The education experts rated Task 1’s assessment as most focused on measuring high-level curriculum-relevant skills, followed by Tasks 4, 2, and 3. They saw Task 1’s assessment as most focused on measuring content knowledge relevant to their curriculum, followed by Tasks 4, 2, and 3. 2 GETTING ON THE SAME PAGE USING SCENARIO-BASED LEARNING
This report indicates the central tension between the two cultures. Educators emphasize the need for structured developmental opportunities to learn or measure knowledge or a skill in instructional and assessment materials. By contrast, industry representatives emphasize the need for complex challenging opportunities to learn or measure knowledge and skill in instructional and assessment materials. The tensions around this dialogue were evident in this alignment task. Educators were most outspoken when they perceived the materials as failing to offer clear guidance or too much complexity. Industry representatives were most outspoken when materials appeared too easy and “low-level.” When these types of professionals work together, this basic difference in perspective may threaten mutual understanding. This study points to a promising direction for future collaboration between educators and industry. As was clear in a review of the ratings, both educators and industry experts tend to agree on the essential technical, social-technical, and social knowledge and skills required in the field. Using such industryspecific standards may serve as a potentially powerful tool for negotiating disagreements around instructional program design between these two communities. Further, this detailed, standards-specific procedure contrasts from popular efforts to simplify the alignment and validation processes around instructional materials by focusing mostly education-based experts on presumably “easier to rate” general skills such as “critical thinking,” “problem solving,” or “brainstorming.” This research indicates that domainspecific standards may present the shortest and easiest path for developing agreement around workforce instructional and assessment materials. © 2011 <strong>SRI</strong> INTERNATIONAL 3
Page 1 and 2: Getting on the Same Page Using Scen
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Page 24 and 25: Question: Of the 26 experts who rat
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