Transcript Importance of 17 Dimensions on Student Achievement

Historical Note -Giving credit where it
is due!
This course was developed at Georgia State by Prof. Harvey
Brightman. Much of the material presented here comes from his
work in creating/compiling it.
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Importance of 17 Dimensions on
Student Achievement (Feldman, 1989)
Your
Guess
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Study
Results
Stimulation of Interest
Enthusiasm for Teaching
Knowledge of Subject
Course/Lecture Organization
Presentation Clarity
Sensitivity to Class Progress
Communication Skills
Clarity of Course Objectives
Value of Text
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Importance of 17 Dimensions on
Student Achievement
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Value of Supplements
Relevance of Subject
Fairness/Quality of Exams
Nature/Quality/Frequency of Feedback
Encouragement of Discussion
Course’s Intellectual Challenge
Concern for Students
Availability and Helpfulness
Your
Guess
Study
Results
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The GSU Study
Dependent Variable:
Global Question Q34: "Rating of
Overall Teaching Effectiveness"
Independent Variables:
Factor 1:
Factor 2:
Factor 3:
Factor 4:
Factor 5:
Factor 6:
Sample Size
Presentation Skills
Organization and Clarity
Fairness on Exams and Grading
Intellectual and Scholarly
Student Interaction
Student Motivation
Approximately 24,000 observations
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GSU Study: Results (1989, 1993)
Independent Variable
p-Value
Cum R2
1. Organization and Clarity
.0001
0.259
2. Presentation Skills
.0001
0.495
3. Fairness on Exams/Grading
.0001
0.569
4. Student Motivation
.0001
0.629
5. Student Interaction
.0001
0.678
6. Intellectual and Scholarly
.0001
0.735
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GSU Study (2012)
Order of Importance
of Factors
New order of importance
Original Study
Cum. R- Undergraduate
Square
Core
Cum. RSquare
Undergraduate
Non-core
Cum. RSquare
Organization/Clarity
25.90
Organization/Clarity
23.26
Organization/Clarity
25.52
Presentation Ability
45.50
Student Motivation
39.95
Grading/Assignments
41.37
Grading/Assignments
53.90
Grading/Assignments
51.45
Student Motivation
54.26
Student Motivation
59.90
Student Interaction
58.77
Student Interaction
65.33
Student Interaction
65.80
Presentation Ability
64.47
Presentation Ability
73.54
Intellectual/Scholarly
70.50
Intellectual/Scholarly
68.52
Intellectual/Scholarly
75.04
p<0.001 for all factors
n=41,248
n=36,183
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BA 9200 Course Overview
Teaching
Philosophy
Students Abilities
Course Level
and Scope
Desired Learning Levels
Write Course and Topic
Objectives
How Students
Learn
Select Effective Teaching
Methods
The Lecture
Testing and Grading
Active Learning
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Overview of Objectives
Objectives
Need for
Objectives
Types of
Objectives
Criteria for
Writing
Objectives
Objectives for
Levels of
Learning
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1.
Need for Objectives
• Faculty must be concerned with what students can do
with content.
– Not merely memorize material.
– Without explicit objectives, students will memorize content.
• Helps design fair tests.
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2.
Types of Objectives
• Domain: Cognitive and Affective Objectives
– Intellectual Domain.
– Valuing Domain.
• Specificity: Course and Topic Objectives
– Develop 3-7 Global Course Objectives.
– Develop 3-12 Specific Topic Objectives per Chapter or
Lecture.
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3.
Criteria for Writing Cognitive
Objectives
1. Must focus on what students must do, not faculty.
–
Students should be able to:
2. Must specify observable behaviors.
3. Can include conditions of performance.
– Using Excel's function wizards , solve ....
4. Can include acceptable performance level.
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Solve problems in less than 10 minutes.
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Quiz on Cognitive Objectives:
Conditions #1 and #2
YES/NO (Check Yes if conditions have been met by the objective)
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Have a Thorough Understanding of Cost of Capital.
2
Compare/Contrast Financial and Managerial Accounting.
3
Construct a Concept Map for the Quality Assurance Area.
4
Evaluate the Usefulness of Fishbone Diagrams.
5
Modify the Analysis to Incorporate Uncertainty.
6
Appreciate the Role of Statistics in Decision Making.
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Grasp the Real Estate Valuation Model.
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4.
Three Levels of Learning
• Rote, or Knowledge, Level
– Memorize ideas or procedures.
• Meaningful-Integrated or Comprehension Level
– Translate into everyday language.
– Translate among three languages.
– Interrelate concepts.
• How ideas similar and different, how ideas interconnected?
• Critical Thinking Level
– Application, Analysis, Synthesis, Evaluation
(the above are a modification of Bloom’s taxonomy)
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Verbs for Writing Cognitive Objectives
at First Two Levels
• Rote
– Concepts: List, State, Itemize, Identify
– Exercise Solving: Apply, Use, Solve, Compute
• Translate and Integrate
– Explain in Own Words, Paraphrase, Illustrate, Interpret,
Extrapolate, Translate Among Three Languages, Transform,
Predict, Extend, Interpolate
– Connect, Link, Compare and Contrast, Distinguish, Differentiate,
Organize, Integrate
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Verbs for Writing Objectives at the
Critical Thinking Levels
• Application, or Problem Solving
– Cases or Problems are Complex and Confusing to
Knowledgeable Student and Require Choosing Among Attack
Modes.
– Solve, Determine How, Apply, Generalize, Choose, Transfer,
Restructure, Discover.
• Analysis
– Material Not Covered in Class or Text.
– Distinguish, Analyze, Organize, Decompose, Compare and
Contrast
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Verbs for Writing Objectives at the
Critical Thinking Levels, continued
• Synthesis
– Modify, Create, Propose, Design, Combine
• Evaluation
– Evaluate, Determine Pros and Cons, Judge
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Quiz on Level of Objectives
What level of learning does each question represent?
1.
2.
3.
4.
5.
6.
7.
List the five steps in statistical hypothesis testing.
Solve 90% of end-of-section problems with a calculator in less than 10
minutes.
Propose a logical approach to incorporate uncertainty in decision
analysis.
Compare and contrast the three common inventory valuation methods.
Given a complex case that contains irrelevancies, ambiguity, and some
material never before encountered, develop and defend an effective
solution strategy.
Develop (and defend) a position on the need for health care reform.
Explain in your own words the technical terms covered in chapters 5-7.
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Exercise
Write Two M-I Objectives for a Topic.
Students will be able to:
1.
2.
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Impact of Cognitive Objectives on
Teaching Methods
• Rote Level
– Expository, or Straight, Lecture
• Meaningful and Integrated Level
– Interactive Lecture/Cooperative Learning Groups
– Structured Cases
• Critical Thinking Level
– Unstructured Cases
– Role Playing, Debates, Projects, Simulation Gaming,
Cooperative Learning Groups, Dissertations.
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Writing Objectives in the Affective
Domain
• Receiving Level
– Students Tolerate Subject Content.
– Verbs: Develops an Awareness, Accepts, Attends, Listens.
• Responding Level
– Students Prefer Subject Content.
– Verbs: Enjoys, Displays an Interest in, Accepts
Responsibility for, Voluntarily Engages in.
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Writing Objectives in the Affective
Domain
• Valuing Level
– Students Commit to Subject Content.
– Verbs: Initiates, Desires to Attain, Devoted to, Develops Loyalty to.
• Organization and Characterization Levels
– Integrates new value into general set of values
– Acts consistently with those values
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Additional Readings
1.
2.
3.
4.
5.
6.
Bloom, B. and others. (1956) Taxonomy of Educational Objectives: Handbook I, The Cognitive
Domain, Longmans Green, 1956.
Bloom, B. and others. (1956) Taxonomy of Educational Objectives: Handbook II, The Affective
Domain, Longmans Green, 1956.
Krathwohl, David R. (2002) A revision of Bloom’s Taxonomy: An Overview, Theory into
Practice, Volume 41, Number 4, Autumn 2002 (Ohio State University).
Brightman, H.J., Bhada, Y., Elliott, M., & Vandenberg, R. (1989) An Empirical Study to
Examine the Reliability and Validity of a Student Evaluation of Instructor Instrument, GSU
College of Business Administration Internal Working Document, prepared by the Faculty
Development Committee (FDC).
Brightman, H., Elliott, M., Bhada, Y., (1993) Increasing the Effectiveness of Student Evaluation
of Instructor Data through a Factor Score Comparative Report, Decision Sciences, Jan/Feb, p.
192-199.
Nargundkar, S., &Shrikhande, M. (2012) An Empirical Investigation of Student Evaluations of
Instruction – The Relative Importance of Factors. Decision Sciences Journal of Innovative
Education, Vol. 10, Issue 1,pages 117–135, January 2012.
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BA 9200 Course Overview
Teaching
Philosophy
Students Abilities
Course Level
and Scope
Desired Learning Levels
Write Course and Topic
Objectives
How Students
Learn
Select Effective Teaching
Methods
The Lecture
Testing and Grading
Active Learning
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