Evaluating Academic Course Rigor, Part 1: Defining a Nebulous Construct

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2019-12-03 DOI:10.5325/jasseinsteffe.8.1-2.0086

J. Johnson, T. Weidner, James A. Jones, Allison K. Manwell

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引用次数: 2

Abstract

abstract:A widely accepted definition of academic course rigor is elusive within higher education. Although many conceptualizations of course rigor have been identified, both empirically and anecdotally, the need to operationally define and investigate course rigor is necessary given contemporary attacks on the quality of higher education. This article, part 1 of a two-part study, describes the three-phase process by which academic course and instructor rigor and corresponding rigor questions were defined and validated. Results revealed that five rigor components are critical to a definition of course rigor: critical thinking; challenge; mastering complex material; time and labor intensity; and production of credible work. These components were used to create questions distributed in 264 courses (2,557 students). The final phase of part 1 used factor analysis to confirm a strong one-factor solution, confirming the operational definition and corresponding rigor questions were acceptable to empirically evaluate course and instructor rigor. Keywords: rigor, course ratings

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评估学术课程的严谨性，第一部分:定义一个模糊的结构

一个被广泛接受的学术课程严谨性的定义在高等教育中是难以捉摸的。尽管已经确定了许多课程严谨性的概念，无论是经验还是轶事，但考虑到当前对高等教育质量的攻击，从操作上定义和调查课程严谨性的必要性是必要的。本文是由两部分组成的研究的第1部分，描述了定义和验证学术课程和教师严谨性以及相应的严谨性问题的三个阶段过程。结果显示，五个严谨性组成部分对课程严谨性的定义至关重要:批判性思维;挑战;掌握复杂材料;时间和劳动强度;并制作可信的作品。这些组件用于创建分发在264门课程(2,557名学生)中的问题。第1部分的最后阶段使用因素分析来确认一个强有力的单因素解决方案，确认操作定义和相应的严谨性问题是可以接受的，以经验评估课程和讲师的严谨性。关键词:严谨性，课程评分

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来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.