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 assessment learning perception (GALP) sacles. Using a sample os Spring, 2018, n = 944 graduating business undergraduates, three added education value required business course scales were 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 engagement, and team, were significantly stronger to the Business Administration scale versus the Lower-level Foundation and Quantitative scales. Parr of curriculum assessment should involve measuring the perceived added education value of each required course in any school or college, not just business. This can represent a significant portion of a student's investment in their degree. It is is hoped that this study will stimulate continued research on the development of added education value scales.