Introduction

A quality learning experience can be measured by student learning outcomes. Methodologies for assessing student learning outcomes are dependent on the domain of the learning goals being assessed (Hatfield 2001). Effective learning outcomes involve the development of student's attitudes, beliefs, and values. Examples of intended outcomes for the effective dimension include "becoming aware of one's own talents and abilities and developing an appreciation for lifelong learning. Demonstrating ethical behavior, exhibiting personal discipline, and providing leadership are other examples of intended outcomes that address attitudes and values" (Palomba and Banta 1999, 29). The most common methodology for assessing learning in this domain is the use of self-report surveys (Lopez 1996), as well as focus groups. More objective data on learning in this domain is obtained through observing group work and monitoring participation rates (Palomba and Banta 1999).

Keywords:
assessment, perception, business ethics, learning outcome, educational setting, cognitive learning outcome, student, student perception, exam score, traditional classroom
Subjects:
Professionalism, Training, and Education, Ethics
2014. American Society of Safety Engineers
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