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.
Publisher
Faculty of Education, Chulalongkorn University
First Page
1
Last Page
19
Recommended Citation
Tanongkit, Metinee; Janyarat, Sirirat; Dechsong, Tippawan; Trisri, Sarawut; and Preedasuriyachai, Patcharee
(2026)
"From Learning Outcomes to Assessment : Integrated Model for Assessing Creative Problem-Solving Skills in Higher Education Students,"
Journal of Education Studies: Vol. 54:
Iss.
3, Article 8.
Available at:
https://digital.car.chula.ac.th/educujournal/vol54/iss3/8
