Do Grading Assessment Learning Perceptions Correlate to Post-Graduation Outcomes?

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2018-12-07 DOI:10.5325/JASSEINSTEFFE.7.1-2.0069

Gary Blau, M. A. Gaffney, YJ Kim, S. Jarrell

{"title":"Do Grading Assessment Learning Perceptions Correlate to Post-Graduation Outcomes?","authors":"Gary Blau, M. A. Gaffney, YJ Kim, S. Jarrell","doi":"10.5325/JASSEINSTEFFE.7.1-2.0069","DOIUrl":null,"url":null,"abstract":"Abstract:This study's purposes were to further develop reliable grading assessment learning perception (GALP) scales, and investigate their relationships to two distinct self-reported post-graduation outcomes: securing a full-time job versus securing a full-time job consistent with one's major. GALP measures student perceptions that the grading methods used best reflect their course knowledge and skills. Two semesters of senior business undergraduates (Fall 2016, n = 417 and Spring 2017, n = 857) were sampled. Four GALP scales—Individual Engagement, Team-based, Exam-based, and Individual Creative—were identified. Logistic regression analyses showed that beyond internship experience, Individual Creative GALP was significantly related to post-graduation employment. We argue that adding one closed-response item on a university-level teaching evaluation form asking students if the grading methods used in a course best reflected the student's course knowledge and skills would be useful, particularly if followed by an open item, where students could add their thoughts. Keywords: grading assessment learning perceptions, post-graduation outcomes, internships, teaching evaluation","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"32 1","pages":"69 - 91"},"PeriodicalIF":0.0000,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Assessment and Institutional Effectiveness","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5325/JASSEINSTEFFE.7.1-2.0069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 4

Abstract

Abstract:This study's purposes were to further develop reliable grading assessment learning perception (GALP) scales, and investigate their relationships to two distinct self-reported post-graduation outcomes: securing a full-time job versus securing a full-time job consistent with one's major. GALP measures student perceptions that the grading methods used best reflect their course knowledge and skills. Two semesters of senior business undergraduates (Fall 2016, n = 417 and Spring 2017, n = 857) were sampled. Four GALP scales—Individual Engagement, Team-based, Exam-based, and Individual Creative—were identified. Logistic regression analyses showed that beyond internship experience, Individual Creative GALP was significantly related to post-graduation employment. We argue that adding one closed-response item on a university-level teaching evaluation form asking students if the grading methods used in a course best reflected the student's course knowledge and skills would be useful, particularly if followed by an open item, where students could add their thoughts. Keywords: grading assessment learning perceptions, post-graduation outcomes, internships, teaching evaluation

查看原文本刊更多论文

评分评估的学习感知与毕业后的结果相关吗?

摘要:本研究旨在进一步开发可靠的评分评估学习感知(GALP)量表，并探讨其与两种不同的毕业后自我报告结果的关系:获得全职工作与获得与专业一致的全职工作。GALP衡量的是学生的看法，即使用的评分方法最能反映他们的课程知识和技能。本研究选取了两个学期的高年级商科学本科生(2016年秋季，n = 417; 2017年春季，n = 857)。确定了四种GALP量表——个人敬业度、团队基础、考试基础和个人创造力。Logistic回归分析显示，除实习经历外，个人创意GALP与毕业后就业显著相关。我们认为，在大学水平的教学评估表中增加一个封闭式回答项目，询问学生在课程中使用的评分方法是否最能反映学生的课程知识和技能，这将是有用的，特别是如果在后面加上一个开放式项目，学生可以在其中添加他们的想法。关键词:评分评估、学习认知、毕业后成果、实习、教学评价

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.