Beyond Model Formulation: Assessment of Novices Graphing, Interpreting, and Writing About Their Model and Solution

Operations Research/Management Science educators need to promote learning outcomes related to building, solving, and interpreting a model, and producing associated business communications. In this paper, we present a test instrument that requires an evaluation of a two‐decision business scenario in three domains. The first domain is formulating a linear programming model. The second is a graphical solution analysis. The third is describing the problem and interpreting the recommendation in a professional memo. Using this three‐domain format in a quiz, we assess the quality of student performance across three domains, i.e., model formulation, graphical analysis, and management interpretation, for multiple problem components. Statistical results of the current study indicate that students struggle more with graphically solving and interpreting the model and its solution than with formulating the model. In the current study, students are least successful in graphing the isoprofit line, graphing the constraints, and describing those constraints in the management interpretation. To our knowledge, these domains have not been previously reported for objective functions or constraints. Our study also shows that many students exhibit deficiencies in the mechanics of writing.