Learning Outcomes: Comparing Student Perceptions of Skill Level and Importance

Abstract

As an example of the assessment of learning outcomes, student perceptions were obtained for learning outcome importance as well as their own abilities to perform learning outcome skills. Development of outcomes involved multiple stakeholder groups and extensive reviews. Rankings were developed for highest importance and highest skill level as a way to evaluate outcomes needing emphasis. A simple priority index demonstrated one technique of allocating resources in program changes. In this example, highest priorities converged around issues of interpersonal, leadership, global economy, and interacting in the business environment. Extensive comparisons were made between class level as well as between marketing majors and other business disciplines. Although lists of outcomes, student perception ratings, and priorities will vary among institutions, this example indicated a beginning point for rating criteria.

Pedagogical Interaction and Learning Performance as Determinants of Academic Achievement

“…This affects the student involvement in the learning process and thus increases learning performance. Learning performance is usually correlated with a more positive attitude toward the environment, namely courses and teachers (Dunn, Giannitti, Murray, & Rossi, 1990;Duke, 2002). When students have more positive attitudes toward learning and instruction they are more likely to get a higher academic achievement.…”

Pedagogical affect, student interest, and learning performance

“…It is commonly associated with a more positive attitude towards the environment, namely courses and teachers (Duke, 2002;Dunn et al, 1990). If students incur positive attitudes towards learning achievements, teachers will be more willing to commit themselves to their students (Paswan and Young, 2002) and, simultaneously, students will evaluate teachers' methods in a more positive way.…”

“…These stages help researchers to evaluate the extent to which learning outcomes are attained (Duke, 2002). Hence, since overall course evaluation is a function of learning performance and instructor evaluation (Gremler and McCollough, 2002), we propose: H7: Higher learning performance will lead to higher perceived learning.…”

A Philosophy of Teaching . . . and More

“…There is much talk about students being great assets for the university (Duke, 2002;Elam & Spotts, 2004). A focus on students as assets must coincide with an equal focus on student learning and performance to provide a foundation for student success and provide credence to the assertion that students are assets.…”