That’s Incorrect and Let Me Tell You Why: A Scalable Assessment to Evaluate Higher Order Thinking Skills

Kyle D. S. Maclean () and Tiffany Bayley ()
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Kyle D. S. Maclean: Ivey Business School, Western University, London, Ontario N6G 0N1, Canada
Tiffany Bayley: Ivey Business School, Western University, London, Ontario N6G 0N1, Canada

INFORMS Transactions on Education, 2024, vol. 25, issue 1, 23-34

Abstract: We introduce a novel type of assessment that allows for efficient grading of higher order thinking skills. In this assessment, a student reviews and corrects a technical memo that has errors in its formulation or process. To overcome the grading challenges imposed by essay-type responses in large undergraduate courses, we provide a Visual Basic for Applications Excel tool for instructors, ensuring efficient grading of student submissions. We report our experience using this type of assessment in a multisection introductory business analytics course over several years and present survey-based evidence indicating that students perceive it to be clear and beneficial for learning. Supplemental Material: Data is available at https://www.informs.org/Publications/Subscribe/Access-Restricted-Materials

Keywords: high-order thinking; memo; analytics; business; communication; grading; critique; comment; Word; Excel; VBA (search for similar items in EconPapers)
Date: 2024
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