"What does deep ethical understanding look like and how can we measure the progression of this aptitude?" Qualitative and quantitative data collected from students in Contemporary Moral Problems courses over two successive semesters revealed that the development of moral reasoning skills is a slow process. The progression of moral reasoning does not occur in a linear fashion nor is there a point at which a person will have satisfied all of the necessary and sufficient conditions for good moral reasoning. Student artifacts collected present moral reasoning skills as more of an ebb and flow, a type of coherence model with ongoing adjustment of one’s beliefs, moral principles, values, and factual information.
"Developing and Assessing Undergraduate Students’ Moral Reasoning Skills,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 7.
Available at: https://doi.org/10.20429/ijsotl.2007.010207