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USING A CLIENT MEMO TO ASSESS CRITICAL THINKING OF FINANCE MAJORS

机译：使用客户备忘录来评估财务重要问题的关键思想

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摘要

This article describes a holistic, discourse-based method for assessing the critical thinking skills of undergraduate senior-level finance majors. Rejecting a psychometric assessment approach in which component features of critical thinking are disaggregated, this study is based on a holistic scoring of student memos. Students were asked to recommend and justify a course of action to a lay client facing an ill-structured finance problem. Analysis of student memos reveals critical thinking weaknesses that may be ameliorated by changes in assignments or instructional methods. The memos reveal four kinds of critical thinking problems: (a) failure to address the client's problem, (b) random rather than purposeful application of finance tools and methodologies, (c) inability to translate finance concepts or methods into lay language, and (d) inability to construct rhetorically useful graphics. The curricular implications of this study are discussed.
机译：本文介绍了一种基于话语的整体方法来评估本科高级金融专业学生的批判性思维能力。这项研究基于对学生备忘的整体评分，拒绝了将批判性思维的各个组成部分分解的心理测评方法。要求学生向面临结构混乱的财务问题的非专业客户推荐并证明其行动方针。对学生备忘的分析显示，批判性思维弱点可能会因作业或教学方法的改变而得到缓解。备忘录揭示了四种关键的思考问题：（a）无法解决客户的问题；（b）随机而非有目的地应用财务工具和方法；（c）无法将财务概念或方法翻译成通俗的语言；以及（ d）无法构造在语言上有用的图形。讨论了这项研究的课程含义。

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