Aim/PurposeWithin higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum.

BackgroundThis paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid.

MethodologyThe method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university.

ContributionThis paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument.

FindingsThere was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving.

Recommendations for PractitionersThis assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems.

Impact on SocietyStudents must be prepared to solve workplace problems to meet the needs of 21st century employment.

Future ResearchFurther research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.