Assessing Business Student Thinking Skills

Autor/in	Smith, Gerald F.
Titel	Assessing Business Student Thinking Skills
Quelle	In: Journal of Management Education, 38 (2014) 3, S.384-411 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562913489028
Schlagwörter	Business Administration Education; Thinking Skills; College Students; Student Evaluation; College Outcomes Assessment; Evaluation Methods; College Instruction; Intelligence; Personality; Logical Thinking; Heuristics; Critical Thinking; Cognitive Tests; Evaluation Problems; Florida; Minnesota; Texas; Washington; Wisconsin; Cornell Critical Thinking Test; California Critical Thinking Disposition Inventory; Stanford Binet Intelligence Scale; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Denkfähigkeit; Collegestudent; Schulnote; Studentische Bewertung; Hochschullehre; Intelligenz; Klugheit; Personalität; Heuristik; Kritisches Denken; Kognitiver Fähigkeitstest
Abstract	The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking skills, how they can be developed, and how they can be assessed, thereby enabling business schools to graduate students who can think effectively. The article begins by reviewing major conceptual perspectives on higher order thinking and how related skills have been assessed in higher education. It then provides an account of business student thinking skills that highlights the role of thinking-relevant knowledge and the need to have students integrate and apply their thinking skills in practical situations. After explaining how the business school context and thinking skills content shape assessment efforts, the article identifies shortcomings in how business students are being taught to think, shortcomings that persist in part because of deficiencies in assessment practices. It proposes ways of improving the teaching and assessment of thinking in business schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10