Baseline assessment in higher education: a case study of science popularization skills at Liberal Arts and Sciences
In recent years, the need for education in science popularization skills has become more clear; within the setting of higher education, teaching interventions in science popularization skills are being tested (c.f. Brownell et al., 2013; Mercer-Mapstone & Kuchel, 2016; Poronnik & Moni, 2006). However, most of these studies rely on post-intervention measurements of skills, or base insights on pre-/post-intervention self-report data from students. What is still lacking in these studies is a baseline measurement, that will allow researchers to gain insight into the development of skills as a consequence of a teaching intervention.
