TL Forum 2000: Shanka - assessing the assessment criteria

Teaching and Learning Forum 2000 [ Proceedings Contents ]

Assessing the assessment criteria: Students' opinions

Tekle Shanka
School of Marketing
Curtin University of Technology

ANOVA tests were run to determine significant differences based on demographics. Significant differences were noted in respect of two factors, namely resources and non-verbal communications. In respect of resources the difference was between two age groups, 17-19 years and 30+ years. The mean score for 17-19 year olds was 5.06 while the 30+ year olds scored a mean of 5.59 In respect of non-verbal communications the difference was between Australian students and other students. The Australian students' mean score for the factor was 5.02 while that of other students was 5.38. Apart from the two demographic characteristics no significant difference was shown in respect of other demographics characteristics such as gender, course of study and year of study. Detailed analysis and implications are presented.

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Introduction

Assessments of students' oral presentations have widely been used. Oral presentations are intended to broaden communication skills of students. Such skills are required by students in employment and will also influence their career development and will affect employers' views on the appropriateness of the business courses (Hughes and Large, 1993). Assessment criteria have widely been used in tutorials to enhance the quality of student learning in tutorials through the process of peer assessment. Peters (1996) writes that there was a considerable support for ensuring that the criteria by which assessment is undertaken were made public thus sharing the responsibility of assessment with learners. Pond and ul-Haq (1997) reiterated that based on three years of development and study over 150 students the result of the student feedback exercise shows that students considered the exercise to be effective for learning, group work and to have been "useful".

Dochy and McDowell (1997) indicate that while assessment in the past was used as a means to determine measures, today it has provided potential benefits in all stages of the learning process. According to the authors assessment can be in a form of portfolio, self or peer assessment. Dochy, Segers, and Sluijsmans (1999) suggest that assessment should take the form of self , peer or co-assessment. Peer assessment, is when groups of individuals rate their peers which may involve rating instruments or checklists designed by others before the peer assessment exercise (Falchikov, 1995). Dochy, Segers and Sluijsmans (1999:346) identify a couple of guidelines that can be used for peer assessment. These are (a) peer assessment criteria should be presented in operational terms with which students are familiar, and (b) peer assessment can be used as a tool for summative assessment, in combination with other assessment instruments. Falchikov asserts that the overwhelming view of peer assessment is a useful, reliable and valid exercise perceived by students to be beneficial.

Freeman (1995) while cautioning in the introduction of innovative forms of summative assessment which involves elements of subjectivity suggests that by using past videos one can focus on a best and worst presentation to teach students how to mark more reliably. Although there may be some doubt about peer assessment as a summative form of assessment Orsmond, Merry and Reiling (1996) argue that as a formative assessment the process has some value and clear benefits to the student learning process may be gained from peer assessment. Searby and Ewers (1997) reiterate that peer assessment challenges the belief that the lecturer is necessarily the best person to provide feedback and that the introduction of peer assessment has had the beneficial effect of making students consider the whole learning process and their part in it.

The study

This study was conducted in October 1999 in tutorials for a common Core unit being offered in the Business School. Students in their tutorials were handed out a one page questionnaire to completed and returned to their tutors at the end of the tutorial sessions. The questionnaire consisted of 14 assessment items as shown in Table 1 as well as demographic characteristics including age, home country, gender, year of study, and course of study.

Table 1: Assessment items

Clarity

1 Confidence, interest and enthusiasm of presenters.

2 Presenters speak clearly and can easily be heard.

3 Presentation is well rehearsed, not read from notes.

4 Presenters maintain eye contact with audience.

5 Presenters have positive body language.

Content

6 Presentation includes a concise introduction and summary of topic

7 Presenters provide comprehensive answers to questions and support these with relevant theoretical concepts

8 Presentation includes a clear conclusion.

9 Presenters able to answer questions raised during and after presentation

10 Degree of creativity shown in presentation.

11 Use of resources other than textbook.

Format and structure

12 OHP and other visual aids are clear and neat (eg. large font, WP, etc).

13 Time management of presenters.

14 Overall organisation, consistency, flow and effectiveness of presentation.

Results and discussion

A total of 318 completed questionnaires were received and analysed using the SPSS package (version 8) for Windows. Of the 318 respondents 56% were female, 53% were less than 20 years of age (mean = 21.02 years). 59% were Australian students, 95% were commerce students, and 79% were in their first year of study. Respondent profiles are shown in Table 2.

Table 2: Respondents' profiles

Demographic variable n %

Gender
Male
Female
Total
137
175
312
44
56
100

Age group
17-19 years old
20-24 years old
25-29 years old
30+ years old
Total
166
108
18
20
312
53
35
6
6
100

Home country
Australia
Asia
Other
Total
176
103
21
300
59
34
7
100

Course of study
Commerce
Other
Total
296
15
311
95
5
100

Year of study
First year
Second year
Third year
Total
245
46
18
309
79
15
6
100

All items with the exception of item 11 ("use of resources other than textbook", mean 4.83) were rated above 5 ranging from 5.04 to 5.94. The lower mean score of this item implies that students may not be keen to go out and do some additional research prior to the class presentation on their particular topic other than using the textbook only. Item 2, "presenters speak clearly and can easily be heard" scored the highest mean (5.94) suggesting that the level and tone of voice is a very important part of class presentation. Table 3 shows the means and standard deviations of each item.

Table 3: Mean scores of assessment items

Mean Std
dev

1 Presenters speak clearly and can easily be heard. 5.94 1.02

2 Overall organisation, consistency, flow and effectiveness of presentation. 5.74 1.07

3 Presenters provide comprehensive answers to questions and support these with relevant theoretical concepts. 5.65 1.15

4 Confidence, interest and enthusiasm of presenters. 5.58 1.16

5 OHP and other visual aids are clear and neat (eg. large font, WP, etc). 5.53 1.11

6 Presenters able to answer questions raised during and after presentation. 5.43 1.12

7 Presentation includes a concise introduction and summary of topic. 5.38 1.15

8 Presenters maintain eye contact with audience. 5.24 1.23

9 Presentation includes a clear conclusion. 5.24 1.64

10 Degree of creativity shown in presentation. 5.16 1.22

11 Presentation is well rehearsed, not read from notes. 5.14 1.11

12 Presenters have positive body language. 5.13 1.17

13 Time management of presenters. 5.04 1.29

14 Use of resources other than textbook. 4.83 1.34

Kaiser-Myer-Olkin (KMO) statistic with factor loadings of .3 and Cronbach's alpha were referenced to determine the factorability of the items. An initial analysis yielded four factors (image dimensions) with a measure of sampling adequacy (MSA) of .83 with Cronbach's alpha .78. This is deemed more than adequate for factor analysis (Hair, et. al. 1998; Coakes and Steed, 1999). However, when Item 1 " confidence, interest and enthusiasm of presenters" with the least communality (.166) was dropped from the set a second analysis resulted in an MSA .84 and Cronbach's alpha .85 with three factors only. As the item is one of those items with high mean scores it was not necessary to exclude it from further analysis.

Factor analysis using Principal Axis Factoring and Varimax rotation resulted in four headings (factors). The first factor, concepts, accounted for 33.5% of the variance e. Factor 2, resources, accounted for 11.8% of the variances. Factor 3, named non-verbal communications, accounted for 8.3% of variances and Factor 4, clarity, accounted for 7.7% of variances (Table 4).

Table 4: Factors (image dimensions)

Assessment items Factor
1 Factor
2 Factor
3 Factor
4

1 Presenters provide comprehensive answers to questions and support these with relevant theoretical concepts. .690

2 Presentation includes a clear conclusion. .635

3 Presentation includes a concise introduction and summary of topic. .606

4 Presenters are able to answer questions raised during and after presentation. .528

5 Use of resources other than textbook.
.616

6 OHP and other visual aids are clear and neat (eg. large font, WP, etc).
.608

7 Time management of presenters.
.602

8 Degree of creativity shown in presentation.
.404

9 Presenters maintain eye contact with audience.

.822

10 Presenters have positive body language.

.691

11 Presentation is well rehearsed, not read from notes.

.461

12 Presenters speak clearly and can easily be heard.

.508

13 Overall organisation, consistency, flow and effectiveness of presentation.

.487

14 Confidence, interest and enthusiasm of presenters

.376

Eigenvalue 4.69 1.65 1.16 1.07

Variance explained (percentage) 33.5 11.8 8.3 7.7

Cumulative variance explained (percentage) 33.5 45.3 53.6 61.3

Cronbach's alpha .75 .71 .77 .51

Factors and demographic variables

ANOVA tests were run to determine if there were statistically significant differences between groups in each of the four factors. Significant differences were shown in resources and non-verbal communications. First, while students in the 30+ year age group would more likely agree that resources other than textbooks are important those in the 17-19 year age group do not see the importance of these resources for the presentation. Secondly, Students from other countries would more likely agree with the importance of non-verbal communications compared with the Australian students (Table 5).

Table 5: Overall scores on factors by demographic variables
(means and standard deviation)

Demographic
variables Factor 1
(Concepts) Factor 2
(Resources) Factor 3
(Non-verbal comm) Factor 4
(Clarity)

Gender
Male
Female
F-value
5.41 (.91)
5.45 (.85)
.21
5.08 (.91)
5.20 (.92)
1.26
5.06 (1.03)
5.25 (.93)
2.96
5.78 (1.73)
5.82 (.83)
.09

Age group
17-19 years old
20-24 years old
25-29 years old
30+ years old
F-value
5.43 (.89)
5.40 (.84)
5.20 (1.03)
5.74 (.79)
1.28
5.06 (.90)
5.14 (.95)
5.47 (.80)
5.59 (.73)
2.91*
5.05 (.94)
5.25 (.98)
5.22 (1.10)
5.52 (1.11)
1.96
5.69 (.92)
5.96 (1.83)
5.89 (.78)
5.78 (.92)
.98

Home country
Australia
Asia
Other
F-value
5.41 (.82)
5.42 (.97)
5.54 (.85)
.20
5.07 (.86)
5.25 (.92)
4.95 (1.12)
1.68
5.02 (.96)
5.30 (.95)
5.38 (.97)
3.51*
5.73 (.86)
5.87 (1.92)
5.86 (.76)
.39

Course of study
Commerce
Other
F-value 5.42 (.88)
5.64 (.65)
.96 5.14 (.91)
5.32 (.64)
.53 5.17 (.99)
5.04 (.73)
.23 5.79 (1.33)
6.02 (.64)
.45

Year of study
First year
Second year
Third year
F-value
5.44 (.87)
5.33 (.96)
5.49 (.78)
.33
5.13 (.91)
5.19 (1.00)
5.36 (.64)
.61
5.14 (.97)
5.34 (1.06)
4.91 (.88)
1.45
5.84 (1.40)
5.59 (.88)
5.81 (.60)
.70

Standard deviations are in parentheses. Factor scores were coded on a 7 point Likert scale ranging from 1 "least important" to 7 "most important".
* Significant at .05 level.

While Table 5 shows statistically significant differences between groups on the four factors, six of the 14 items listed in Table 1 also have shown significant differences in such demographics as gender, age group and home country (Table 6).

Table 6: Overall scores on individual items by demographic variables
(means and standard deviation)

Demographic
variables Item
4 Item
5 Item
10 Item
11 Item
12 Item
13 Item
14

Gender
Male

Female

F
5.03
(1.33)
5.40
(1.13)
6.97**
5.07
(1.27)
5.18
(1.11)
.74
5.20
(1.17)
5.13
(1.27)
.27
4.77
(1.39)
4.91
(1.29)
.78
5.51
(1.19)
5.57
(1.04)
.20
4.89
(1.32)
5.18
(1.26)
3.98*
5.60
(1.18)
5.87
(.98)
5.00*

Age group
17-19 years old

20-24 years old

25-29 years old

30+ years old

F
5.10
(1.18)
5.39
(1.23)
5.28
(1.41)
5.40
(1.50)
1.39
4.96
(1.18)
5.24
(1.13)
5.50
(1.29)
5.50
(1.23)
2.70*
5.07
(1.25)
5.10
(1.18)
5.50
(1.38)
5.95
(.83)
3.65*
4.71
(1.28)
4.90
(1.37)
4.89
(1.74)
5.40
(.99)
1.76
5.50
(1.07)
5.44
(1.21)
6.11
(.83)
5.95
(.94)
2.91*
4.93
(1.34)
5.19
(1.24)
5.39
(.92)
5.05
(1.39)
1.31
5.73
(1.11)
5.82
(1.03)
5.61
(1.20)
5.65
(.99)
.34

Home country
Australia

Asia

Other

F
5.10
(1.21)
5.34
(1.29)
5.48
(1.25)
1.70
4.90
(1.20)
5.38
(1.38)
5.60
(.82)
7.49***
5.17
(1.23)
5.07
(1.26)
5.24
(1.14)
.29
4.68
(1.22)
5.14
(1.30)
4.48
(1.94)
4.63**
5.54
(1.07)
5.55
(1.13)
5.43
(1.43)
.11
4.94
(1.36)
5.23
(1.07)
4.67
(1.59)
2.57
5.77
(1.04)
5.67
(1.14)
5.81
(1.12)
.31

Course of study
Commerce

Other

F
5.24
(1.24)
5.20
(1.01)
.01
5.14
(1.18)
4.80
(1.21)
1.21
5.16
(1.24)
5.40
(.74)
.56
4.85
(1.34)
4.87
(.99)
.00
5.53
(1.12)
5.80
(.86)
.81
5.05
(1.28)
5.20
(1.65)
.19
5.73
(1.08)
6.07
(.80)
1.37

Year of study
First year

Second year

Third year

F
5.23
(1.22)
5.46
(1.20)
4.78
(1.44)
1.97
5.08
(1.19)
5.37
(1.25)
5.05
(.80)
1.18
5.14
(1.19)
5.07
(1.48)
5.67
(.77)
1.70
4.84
(1.30)
4.80
(1.56)
4.94
(1.16)
.07
5.53
(1.12)
5.63
(1.10)
5.61
(1.09)
.18
5.01
(1.31)
5.26
(1.24)
5.22
(.88)
.91
5.77
(1.10)
5.61
(.88)
6.00
(.77)
.94

Standard deviations are in parentheses. Item scores were coded on a 7 point Likert scale ranging from 1 "least important" to 7 "most important".
* Significant at .05 level, **Significant at .01 level, ***Significant at .001 level.

According to Table 6 it is shown that while female respondents compared with their male respondents tend to rate Items 4 ("presenters maintain eye contact with audience"), 13 ("time management of presenters"), and 14 ("overall organisation, consistency, flow and effectiveness of presentation") highly. On the other hand, the 30+ year group tend to rate Items 5 ("positive body language") and 10 ("degree of creativity shown in presentation") more than the 17-19 year olds. Item 12 ("OHP and other visual aids are clear and neat...") was rated higher by the 25-29 year compared with the 20-24 year group. In the case of home country, students from countries other than Australia and Asia rated Item 5 higher compared with Australian students while Asian students compared with students from other parts of the world rated Item 11 ("use of resources other than textbook") more.

Implications and conclusion

The literature supports the use of various assessment mechanisms including peer assessment of student presentations. The results of this study also indicate that students find the assessment criteria in use important. All the 14 items were scored favourably, the least being "use of resources other than textbook". The challenge is teach students the value of research into more sources rather than sticking to the recommended text.

While the result shows students' agreement with the assessment criteria, caution should be exercised in the interpretation of results. In conclusion similar surveys over a period of time with larger number of students would be a logical extension.

References

Coakes, S. J. and Steed, L. G. (1999). SPSS: Analysis without Anguish. Versions 7.0-8.0 for Windows, Brisbane, John Wiley & Sons.

Dochy, F., Segers, M. and Sluijsmans, D. (1999). The use of self, peer and co-assessment in higher education: a review. Studies in Higher Education, 24(3), 331-350.

Dochy, F.R.C. and McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279-298.

Falchikov, N. (1995). Peer feedback marking - developing peer assessment. Innovations in Education & Training International, 32(2, May), 175-187.

Freeman, M. (1995). Peer assessment by groups of group work. Assessment & Evaluation in Higher Education, 20(3), 289-300.

Hair, J. F., Anderson, R. E., Tatham, R. L. and Black, W. C. (1998). Multivariate Data Analysis. Fifth edition, New Jersey, Prentice Hall.

Hughes, I.E. and Large, B. J. (1993). Staff and peer group assessment of oral communication skills. Studies in Higher Education, 18(3), 379-385.

Orsmond, P., Merry, S. and Reiling, K. (1996). The importance of marking criteria in the use of peer assessment. Assessment & Evaluation in Higher Education, 21(3), 239-250.

Peters, M. (1996). Student attitudes to alternative forms of assessment and to openness. Open Learning, November, 48-50.

Pond, K. and ul-Haq, R. (1997). Learning to assess students using peer review. Studies in Educational Evaluation, 23(4), 331-348.

Searby, M. and Ewers, T. (1997). An evaluation of the use of peer assessment in higher education: A case study in the School of Music, Kingston University. Assessment & Evaluation in Higher Education, 22(4), 371-383.

Please cite as: Shanka, T. (2000). Assessing the assessment criteria: Students' opinions. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology. http://lsn.curtin.edu.au/tlf/tlf2000/shanka.html

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Demographic variable	n	%
Gender Male Female Total	137 175 312	44 56 100
Age group 17-19 years old 20-24 years old 25-29 years old 30+ years old Total	166 108 18 20 312	53 35 6 6 100
Home country Australia Asia Other Total	176 103 21 300	59 34 7 100
Course of study Commerce Other Total	296 15 311	95 5 100
Year of study First year Second year Third year Total	245 46 18 309	79 15 6 100

		Mean	Std dev
1	Presenters speak clearly and can easily be heard.	5.94	1.02
2	Overall organisation, consistency, flow and effectiveness of presentation.	5.74	1.07
3	Presenters provide comprehensive answers to questions and support these with relevant theoretical concepts.	5.65	1.15
4	Confidence, interest and enthusiasm of presenters.	5.58	1.16
5	OHP and other visual aids are clear and neat (eg. large font, WP, etc).	5.53	1.11
6	Presenters able to answer questions raised during and after presentation.	5.43	1.12
7	Presentation includes a concise introduction and summary of topic.	5.38	1.15
8	Presenters maintain eye contact with audience.	5.24	1.23
9	Presentation includes a clear conclusion.	5.24	1.64
10	Degree of creativity shown in presentation.	5.16	1.22
11	Presentation is well rehearsed, not read from notes.	5.14	1.11
12	Presenters have positive body language.	5.13	1.17
13	Time management of presenters.	5.04	1.29
14	Use of resources other than textbook.	4.83	1.34

Assessment items		Factor 1	Factor 2	Factor 3	Factor 4
1	Presenters provide comprehensive answers to questions and support these with relevant theoretical concepts.	.690
2	Presentation includes a clear conclusion.	.635
3	Presentation includes a concise introduction and summary of topic.	.606
4	Presenters are able to answer questions raised during and after presentation.	.528
5	Use of resources other than textbook.		.616
6	OHP and other visual aids are clear and neat (eg. large font, WP, etc).		.608
7	Time management of presenters.		.602
8	Degree of creativity shown in presentation.		.404
9	Presenters maintain eye contact with audience.			.822
10	Presenters have positive body language.			.691
11	Presentation is well rehearsed, not read from notes.			.461
12	Presenters speak clearly and can easily be heard.				.508
13	Overall organisation, consistency, flow and effectiveness of presentation.				.487
14	Confidence, interest and enthusiasm of presenters				.376
Eigenvalue		4.69	1.65	1.16	1.07
Variance explained (percentage)		33.5	11.8	8.3	7.7
Cumulative variance explained (percentage)		33.5	45.3	53.6	61.3
Cronbach's alpha		.75	.71	.77	.51

Demographic variables	Factor 1 (Concepts)	Factor 2 (Resources)	Factor 3 (Non-verbal comm)	Factor 4 (Clarity)
Gender Male Female F-value	5.41 (.91) 5.45 (.85) .21	5.08 (.91) 5.20 (.92) 1.26	5.06 (1.03) 5.25 (.93) 2.96	5.78 (1.73) 5.82 (.83) .09
Age group 17-19 years old 20-24 years old 25-29 years old 30+ years old F-value	5.43 (.89) 5.40 (.84) 5.20 (1.03) 5.74 (.79) 1.28	5.06 (.90) 5.14 (.95) 5.47 (.80) 5.59 (.73) 2.91*	5.05 (.94) 5.25 (.98) 5.22 (1.10) 5.52 (1.11) 1.96	5.69 (.92) 5.96 (1.83) 5.89 (.78) 5.78 (.92) .98
Home country Australia Asia Other F-value	5.41 (.82) 5.42 (.97) 5.54 (.85) .20	5.07 (.86) 5.25 (.92) 4.95 (1.12) 1.68	5.02 (.96) 5.30 (.95) 5.38 (.97) 3.51*	5.73 (.86) 5.87 (1.92) 5.86 (.76) .39
Course of study Commerce Other F-value	5.42 (.88) 5.64 (.65) .96	5.14 (.91) 5.32 (.64) .53	5.17 (.99) 5.04 (.73) .23	5.79 (1.33) 6.02 (.64) .45
Year of study First year Second year Third year F-value	5.44 (.87) 5.33 (.96) 5.49 (.78) .33	5.13 (.91) 5.19 (1.00) 5.36 (.64) .61	5.14 (.97) 5.34 (1.06) 4.91 (.88) 1.45	5.84 (1.40) 5.59 (.88) 5.81 (.60) .70
Standard deviations are in parentheses. Factor scores were coded on a 7 point Likert scale ranging from 1 "least important" to 7 "most important". * Significant at .05 level.

Demographic variables	Item 4	Item 5	Item 10	Item 11	Item 12	Item 13	Item 14
Gender Male Female F	5.03 (1.33) 5.40 (1.13) 6.97**	5.07 (1.27) 5.18 (1.11) .74	5.20 (1.17) 5.13 (1.27) .27	4.77 (1.39) 4.91 (1.29) .78	5.51 (1.19) 5.57 (1.04) .20	4.89 (1.32) 5.18 (1.26) 3.98*	5.60 (1.18) 5.87 (.98) 5.00*
Age group 17-19 years old 20-24 years old 25-29 years old 30+ years old F	5.10 (1.18) 5.39 (1.23) 5.28 (1.41) 5.40 (1.50) 1.39	4.96 (1.18) 5.24 (1.13) 5.50 (1.29) 5.50 (1.23) 2.70*	5.07 (1.25) 5.10 (1.18) 5.50 (1.38) 5.95 (.83) 3.65*	4.71 (1.28) 4.90 (1.37) 4.89 (1.74) 5.40 (.99) 1.76	5.50 (1.07) 5.44 (1.21) 6.11 (.83) 5.95 (.94) 2.91*	4.93 (1.34) 5.19 (1.24) 5.39 (.92) 5.05 (1.39) 1.31	5.73 (1.11) 5.82 (1.03) 5.61 (1.20) 5.65 (.99) .34
Home country Australia Asia Other F	5.10 (1.21) 5.34 (1.29) 5.48 (1.25) 1.70	4.90 (1.20) 5.38 (1.38) 5.60 (.82) 7.49***	5.17 (1.23) 5.07 (1.26) 5.24 (1.14) .29	4.68 (1.22) 5.14 (1.30) 4.48 (1.94) 4.63**	5.54 (1.07) 5.55 (1.13) 5.43 (1.43) .11	4.94 (1.36) 5.23 (1.07) 4.67 (1.59) 2.57	5.77 (1.04) 5.67 (1.14) 5.81 (1.12) .31
Course of study Commerce Other F	5.24 (1.24) 5.20 (1.01) .01	5.14 (1.18) 4.80 (1.21) 1.21	5.16 (1.24) 5.40 (.74) .56	4.85 (1.34) 4.87 (.99) .00	5.53 (1.12) 5.80 (.86) .81	5.05 (1.28) 5.20 (1.65) .19	5.73 (1.08) 6.07 (.80) 1.37
Year of study First year Second year Third year F	5.23 (1.22) 5.46 (1.20) 4.78 (1.44) 1.97	5.08 (1.19) 5.37 (1.25) 5.05 (.80) 1.18	5.14 (1.19) 5.07 (1.48) 5.67 (.77) 1.70	4.84 (1.30) 4.80 (1.56) 4.94 (1.16) .07	5.53 (1.12) 5.63 (1.10) 5.61 (1.09) .18	5.01 (1.31) 5.26 (1.24) 5.22 (.88) .91	5.77 (1.10) 5.61 (.88) 6.00 (.77) .94
Standard deviations are in parentheses. Item scores were coded on a 7 point Likert scale ranging from 1 "least important" to 7 "most important". * Significant at .05 level, Significant at .01 level, *Significant at .001 level.