Faculty and students were surveyed.
During the current school year, how much does the coursework in your course selection emphasize making judgments about value, soundness of information, arguments or methods?
|Quite a Bit||33%|
|Total of quite a bit & very much||71%|
During the current school year, how much has your coursework at this college emphasized making judgments about value, soundness of information, arguments or methods?
|Quite a Bit||36%|
|Total of quite a bit & very much||59%|
Look at the student responses regarding the amount of coursework emphasizing evaluation or judgments about the value or soundness of information. How would you evaluate the percent of students (59%) who feel that Quite a Bit or Very Much of their coursework emphasizes evaluation?
|Group||Thumbs Up||Thumbs Down||Hang Loose||# Submissions|
|BC Classified Staff||18%||53%||12%||17|
*Percentages may not add up to 100% because some respondents did not make a judgment.
Students reporting percent of evaluation in coursework: 80%
Students reporting percent of evaluation in coursework 59%
Students reporting percent of evaluation in coursework 75-80%
These data are from the Community College Survey of Student Engagement (CCSSE) survey administered in 2011 at BC. The survey collects data on student and faculty perceptions about various aspects of education..
These data compare the faculty perception of how often coursework emphasizes evaluation or judgment about value or soundness of information in the left columns with the student perception in the right column..
We are asking about the student’s perception. There are no standards set on these perceptions.
Evaluating information for value and accuracy is one of the key components of critical thinking and is one of the elements of Bloom’s taxonomy.
The difference between faculty and student perceptions is only 12%, but the frequency that evaluation is emphasized in coursework is lower than the analysis frequency. Again, faculty were aware of the difference between the faculty and student perception but were not sure what it means.
Faculty agree that terminology may affect the answers to this question, for instance students may be evaluating in class, but not recognize it in this survey.
“I'm not sure all students understand the concept of evaluation and may not realize when they are making the judgments described above”
Some respondents felt that not all courses need cover evaluation and sound judgment.
“One thing I can say now, we need to make sure faculty agree on what terms like "analysis," "sound judgments," etc. actually look like in student learning.”
“Perhaps examples of what making sound judgments or soundness of arguments would be help students understand what this metric means.”
“There is obviously a disparity between what faculty and students perceive. May need to provide examples ensuring students understand the question. Should all of our classes have a high target, some SLO's focus on the development of this skill”