Cognitive Level of Academic Challenges Provided to College Students.

Autor/inn/en	Whittington, M. Susie; McCormick, David F.
Titel	Cognitive Level of Academic Challenges Provided to College Students.
Quelle	(1998), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Agricultural Education; Cognitive Development; Cognitive Processes; College Students; Difficulty Level; Educational Research; Higher Education; Learning Activities; Student Evaluation; Teaching Methods; Tests; Thinking Skills + Suchen Sie Ihr Suchwort? Schulleistung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Collegestudent; Schwierigkeitsgrad; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Examination; Prüfung; Examen; Denkfähigkeit
Abstract	A study assessed the cognitive level of academic challenges incorporated into courses offered in the College of Agricultural Sciences at the Pennsylvania State University. Eleven faculty members from nine departments provided copies of all academic challenges used in their courses. They were categorized by type: activities, problem sets, written reports, presentations, laboratory tests, quizzes, midterms, and finals. A number corresponding to one of the six levels of Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) was assigned to each individual task, question, problem, or action. The value of the academic challenge to students' course grade was calculated based on the grade weighting information provided in each course's syllabus. Findings indicated that the mean cognitive distribution for all the courses' academic challenges was fairly even across the six cognitive levels with an emphasis on the higher cognitive levels. On average, 31.4 percent of the student's grade came from work at the lower cognitive levels and 66.6 from work at the higher levels. Individual presentations, quizzes, midterm exams, and final exams tended to provide lower cognitive challenges for students. Generally, students were rewarded more for completing academic challenges written at the higher cognitive levels and less for lower cognitive work. (Contains 12 references) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01