Assessment of Student Memo Assignments in Management Science

Autor/inn/en	Williams, Julie Ann Stuart; Stanny, Claudia J.; Reid, Randall C.; Hill, Christopher J.; Rosa, Katie Martin
Titel	Assessment of Student Memo Assignments in Management Science
Quelle	In: Journal of Education for Business, 90 (2015) 1, S.24-30 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2014.968517
Schlagwörter	Educational Practices; Mathematical Applications; Programming; Administrator Education; Science Education; Science Instruction; Mathematical Models; Scientific Concepts; Homework; Assignments; Academic Ability; Cognitive Ability; Writing Assignments; Business Administration Education; Teaching Methods; Instructional Effectiveness; Undergraduate Students; Florida + Suchen Sie Ihr Suchwort? Bildungspraxis; Angewandte Mathematik; Innermathematische Anwendung; Programmierung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematical model; Mathematisches Modell; Hausaufgabe; Assignment; Auftrag; Zuweisung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Frequently in Management Science courses, instructors focus primarily on teaching students the mathematics of linear programming models. However, the ability to discuss mathematical expressions in business terms is an important professional skill. The authors present an analysis of student abilities to discuss management science concepts through memo homework assignments. The findings indicate that average student grades on homework problems for linear programming formulations were always higher than average student grades on homework memos in which they write about their formulations. These results suggest that teaching managerial writing about analytical work is an important area for future business education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10