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ERIC Number: EJ1132679
Record Type: Journal
Publication Date: 2017-Apr
Pages: 5
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1052-5629
Statistical Significance and Program Effect: Rejoinder to "Why Assessment Will Never Work in Many Business Schools: A Call for Better Utilization of Pedagogical Research"
Shavelson, Richard J.
Journal of Management Education, v41 n2 p206-210 Apr 2017
In their essay, "Why Assessment Will Never Work...," Bacon and Stewart (2016) recommend that instead of carrying out the expensive process of experimenting themselves, many business schools would get a bigger bang for their buck if they used "published pedagogical studies that use direct measures of learning with sufficient statistical power" (p. 181) to improve instructional programs and student learning. This is because, according to Bacon and Stewart (2016), such studies are doomed to fail the inferential test of significance due to lack of statistical power--a consequence of small enrollments in programs and the unreliability of faculty-made measures of student achievement. In this rejoinder, Richard Shavelson takes issue with two points made by Bacon and Stewart in their essay: (1) that reliance on statistical significance is a necessary condition to learn and justify something about program impact on student learning; and (2) that the biggest problem programs face is "measuring post change outcomes to determine if the implemented changes produced the desired effect." Here Shavelson discusses these issues in greater depth.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A