Gauging transfer of learning abilities by use of diagnostic testing: Methodological considerations and lessons learned

Transfer of learning is an essential goal of education. Particularly for engineering programmes, transfer from mathematics to discipline-specific topics is a key learning outcome of students’ academic development. Determining whether or not transfer has taken place, however, is a challenging task that requires careful tool design, particularly given the interaction between knowledge retention and transfer of learning.

In this talk, we discuss the design of a diagnostic test containing both transfer (in-context) and retention (mathematical) items. We highlight methodological considerations made with regards to both the target group (second-year Electrical Engineering students) and the goal (gauging the transfer ability of students) of the diagnostic test and how these aspects have shaped item and test design. Furthermore, we briefly touch upon implementation to outline the boundary conditions of our data collection and analysis. Finally, we expand upon qualitative results so as to reflect upon our tool design, necessary changes and lessons learned for a following implementation.