Exploring the Relationships of Grading Assessment Learning Perceptions Scales to Perceived Added Education Value Required Course Business Scales

Abstract

This study's purposes were to develop added education value required business course scales, and investigate their relationships to four grading asessment learning perception (GALP) scales. Using a sample of spring 2018, n = 944 graduing business undergraduates, three added education value required business cours scaless were identified: Lower-level Foundation, Business Administration, and Quantitative. The Quantitative scale had the highest perceived added education value. However, the relationships for three of the four GALP scales, i.e., exam, individual enagement, and team, were significantly stronger to the Business Administration scale versus the Lower-level Foundation and Quantitative Scales. Part of curriculum assessment should involve the perceived added education value of each required course, in any school or college, not just business. This can represent a sginficant portiona of a student's investment in a degree. It is hoped that this sutdy will stimulate continued research on the development of added education value scales.