A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

doi:10.5430/ijhe.v6n2p162

Cited by 13 publications

(8 citation statements)

References 10 publications

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“…Consistent with our findings and reports of decreases on average study time (Babcock & Marks, ), increased academic effort also does not appear to be the cause (Katsikas, ). A number of potential reasons have been proposed for grade inflation, including the view of students as consumers who should be kept happy, the need for departments to keep enrollments high, and the desire of professors for positive teaching evaluations that can impact job security (Chen, Wang, & Yang, ; Nikolakakos et al, ). Though we were unable to determine if the GPA at the participant institutions has been increasing, our results suggested that students are earning strong grades with far less effort than is recommended.…”

Section: Discussionmentioning

confidence: 99%

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

Lindstrom

Nelson

Foels

2019

Psychology in the Schools

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The current study examined study habits of postsecondary students with attention‐deficit/hyperactivity disorder (ADHD) through the theoretical context of deliberate practice. The responses of participants with and without ADHD were compared on a survey of study time, study quality, and self‐perceptions of study habits, as well as a measure of test anxiety. Groups were equivalent on reports of study time and time spent in other activities, percentage of classes they attend, use of conducive study environments, and planning of studying. Despite similar study behaviors, ADHD participants were more likely to feel unprepared for tests, reported significantly higher test anxiety, and had lower grade point averages. Regardless of ADHD status, the majority of study participants were not implementing deliberate practice behaviors, with the exception of class attendance, and study times fell far below recommended levels. Findings provided evidence that emulating the study behaviors of peers is not sufficient for students with ADHD to experience similar outcomes.

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Section: Discussionmentioning

confidence: 99%

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

Lindstrom

Nelson

Foels

2019

Psychology in the Schools

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“…Thus, we hypothesize: Hypothesis 6: Metacognitive skills have a positive relationship with app delivery. Grades of students serve as a measure of performance and achievement in higher education (Zajacova et al, 2005). Universities use grades as a decision criterion for failing or passing a course (Chen et al, 2017). Similarly, employers and stipend institutions use grades when deciding about hiring or funding a graduate (Humburg & Van der Velden, 2015; Petzold, 2017).…”

Section: Study 1: Impact On Metacognitive Skills and Learning Outcome...mentioning

confidence: 99%

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Matook

Wang

KÃ¶ppel

et al. 2023

Journal of Information Technology

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Low-code platforms can provide a learning environment that integrates academic theory with practical experiences, allowing students to experience real-world ISD projects. Such a pedagogy is known as work-integrated learning (WIL). In a low-code WIL course, the focus is on the practical development experiences and the delivery of a business application based on client’s requirements. Yet, the real-world ISD experiences may inhibit metacognition, which is essential for students to succeed in future learning of digital innovations. Without metacognition, students struggle to learn how to learn and be reflective about their learning. This study uses a mixed-method design and draws on Flavell’s (1979) theoretical framework to examine metacognition in the context of low-code WIL. In particular, the study examines the effect of learner-oriented factors and task-oriented factors on metacognition and its impact on learning outcomes, such as knowledge confidence, app delivery, and grade. The quantitative results indicate that metacognition is influenced by motivation, the strategic approach, and autonomy, whereas self-efficacy beliefs have no effect. The learning outcomes are also achieved. Qualitative results (students’ essays and apps) corroborate the quantitative results while also providing additional insights into the learning in low-code WIL showing the impact of the platform and agile ISD practices on metacognition. Overall, this study offers IS educators a better understanding of how low-code platforms can foster learning-to-learn while providing real-world practical experiences.

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“…However, graduates need to be able to convey their human capital to potential employers, particularly as suggestions of grade inflation reduce the value of the degree classification as a differentiator of talent (Bachan, 2017;Chen et al, 2017). Consequently, the graduate premium can be attributed to a combination of human capital and signalling (Rospigliosi et al, 2014).…”

Section: Human Capital and Signalling Employabilitymentioning

confidence: 99%

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

Manville

Donald²,

Eves

2022

GJSD

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The purpose of this paper is to explore whether embedding authentic assessment into the university curriculum can enhance the employability of business school students. Three research questions are addressed: (1) What is the rationale for authentic assessment in the curriculum?, (2) What are the opportunities for authentic assessment to enhance the employability of students?, and (3) What are the challenges of embedding authentic assessment into the university curriculum? The findings indicate that authentic assessment has the potential to increase the employability of students graduating from university business schools. The opportunity to develop human capital, collaborate with fellow students and solve real-world problems can help students to develop and signal their employability to prospective employers. However, lecturers and administrative staff require additional time to plan and deliver modules using this form of assessment. Students also need to be convinced of the benefits of the extra time investment if the module is not a compulsory component of their degree course. Our paper proposes that authentic assessment should be utilised to a greater extent by university business schools. The benefits of such an approach can transcend students, graduates, universities, organisations, and broader society. Directions for future research are also discussed to maximise the benefits of authentic assessment and seek to reduce the barriers to embedding authentic assessment in the curriculum.

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A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

Cited by 13 publications

References 10 publications

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

Postsecondary attention‐deficit/hyperactivity disorder and deliberate practice: Study time, study quality, and self‐perceptions

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Can Embedding Authentic Assessment Into the Curriculum Enhance the Employability of Business School Students?

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