| Revista: | BAR - Brazilian Administration Review |
| Base de datos: | |
| Número de sistema: | 000552825 |
| ISSN: | 1807-7692 |
| Autores: | Cornachione Jr, Edgard B.1 |
| Instituciones: | 1Universidade de Sao Paulo, Faculdade de Economia Administração e Contabilidade, Sao Paulo. Brasil |
| Año: | 2005 |
| Periodo: | Jul-Dic |
| Volumen: | 2 |
| Número: | 2 |
| Paginación: | 63-78 |
| País: | Brasil |
| Idioma: | Inglés |
| Tipo de documento: | Artículo |
| Resumen en inglés | Evaluating students' learning experiences outcomes cannot be considered a simple task. This paper aims at investigating students' overall performance and the discriminating power of particular tests' items in the context of business courses. The purpose of this paper is to contribute with this issue while analyzing it, with scientific approach, from an accounting information systems standpoint: two experiments based on a database management system (DBMS) undergraduate course, involving 66 and 62 students (experiments E1 and E2, respectively). The discriminant analysis generated discriminant functions with high canonical correlations (E1= 0.898 and E2= 0.789). As a result, high percentages of original grouped cases were correctly classified (E1= 98.5% and E2= 95.2%) based on a relatively small number of items: 7 out of 22 items from E1 (multiple-choice), and 3 out of 6 from E2 (short-answer). So, with only a few items from the analyzed instruments it is possible to discriminate "good" or "bad" academic performance, and this is a measure of quality of the observed testing instruments. According to these findings, especially in business area, instructors and institutions, together, are able to analyze and act towards improving their assessment methods, to be of minimum influence while evaluating students' performance. |
| Disciplinas: | Administración y contaduría |
| Palabras clave: | Administración de instituciones |
| Keyword: | Objective tests, Assessment, Performance, Discriminant analysis, Item analysis, Management of institutions |
| Texto completo: | Texto completo (Ver HTML) Texto completo (Ver PDF) |
