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Student Confidence as a Measure of Learning in an Undergraduate Principles of Horticultural Science Course

机译：园艺科学原理本科课程中学生的自信心作为学习的一种手段

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摘要

Three to five student learning outcomes (SLOs) were written for each of seven units for the Principles of Horticultural Science course, the foundation course for all nine specializations within the undergraduate horticulture program at Kansas State University. The SLOs were then used as the framework for development of the course. A pre- and post-assessment was given to the students enrolled in the course in the fall semesters of 2005 through 2008 in an effort to assess if the SLOs were being met. The 50-item assessment asked students to record their confidence in ability to do something reflective of the SLOs such as "distinguish between transpiration and respiration" or "write a scientific plant name." The comparison of the student-reported confidence at the start of the course and their academic performance in the course were not correlated. Students' reported confidence at the conclusion of the course was correlated with their academic performance in 3 of the 4 years that were examined. Because confidence was correlated with academic performance in the course and a course would be considered a domain-specific construct, it is more likely that self-efficacy rather than confidence was impacted as the students moved through the course.
机译：园艺科学原理课程的七个单元中的每个单元都编写了三到五个学生学习成果（SLO），这是堪萨斯州立大学本科园艺课程中所有九个专业的基础课程。然后，将SLO用作课程开发的框架。在2005年至2008年秋季学期，对参加该课程的学生进行了评估前和评估后，以评估是否达到了SLO。这项50项评估要求学生记录自己对做SLO反映能力的信心，例如“区分蒸腾作用和呼吸作用”或“写下科学的植物名称”。学生在课程开始时报告的信心与他们在课程中的学习成绩之间的比较没有相关性。学生在课程结束时报告的信心与他们在所检查的4年中的3年的学业成绩相关。因为信心与课程的学业成绩相关，并且一门课程被认为是特定领域的建构，所以随着学生的学习，自我效能而非信心受到影响的可能性更大。

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