Assessing Faculty Bias in Rating Embedded Assurance of Learning Assignments

Autor/inn/en	Kim, Dong-gook; Helms, Marilyn M.
Titel	Assessing Faculty Bias in Rating Embedded Assurance of Learning Assignments
Quelle	In: Journal of Education for Business, 91 (2016) 3, S.159-165 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2016.1145624
Schlagwörter	Course Evaluation; Business Administration Education; Business Schools; College Faculty; Experimenter Characteristics; Test Bias; Assignments; Quality Assurance; Case Studies; Interrater Reliability; Educational Practices; Rating Scales; Georgia + Suchen Sie Ihr Suchwort? Fakultät; Testkritik; Assignment; Auftrag; Zuweisung; Qualitätssicherung; Case study; Fallstudie; Case Study; Interrater-Reliabilität; Bildungspraxis; Rating-Skala
Abstract	Assurance of learning (AoL) processes for continuous improvement and accreditation require business schools to assess program goals. Findings from the process can lead to changes in course design or curriculum. Often AoL assignments are embedded into existing courses and assessed at regular intervals. Faculty members may evaluate an assignment in their course and a business faculty colleague may also evaluate the assessment. This study uses the AoL data from a quantitative decision making course and finds bias, leading to imprecise assessments by business faculty of their students' performance. Implications and areas for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01