Raising the stakes: Incorporating professional industry feedback improves senior student effort and appreciation for the assessment

Authors

  • Jacquelyn Jacobs Michigan State University

DOI:

https://doi.org/10.56103/nactaj.v69iTT.237

Keywords:

student assessment, higher order learning outcomes, external assessor, student motivation

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References

Bloom, B.S. (1956) Taxonomy of Educational Objectives, Handbook: The Cognitive Domain. David McKay, New York.

Nehari, M., Bender, H. 1978. Meaningfulness of a learning experience: A measure for educational outcomes in higher education. Higher Education, 7:1-11.

Planchard, M., Daniel, K., Maroo, J., Mishra, C., McLean, M. 2015. Homework, motivation, and academic achievement in a college genetics course. Bioscene41(2): 11-18.

Trautwein, U., Ludtke, O., Schnyder, I., Niggli, A. 2006. Predicting homework effort: Support for a Domain-Specific, multilevel homework model. Journal of Educational Psychology 98(2): 438–456.

Additional Files

Published

03/04/2025

How to Cite

Jacobs, J. (2025). Raising the stakes: Incorporating professional industry feedback improves senior student effort and appreciation for the assessment. NACTA Journal, 69(TT). https://doi.org/10.56103/nactaj.v69iTT.237

Issue

Vol. 69 No. TT (2025): Volume 69 - Teaching Tips

Section

Teaching Tips