Digital Commons Network^™

Communicating Student Outcomes: A Mixed Methods Study Of Communication Effectiveness, Nicholas Branson

Dissertations

Assessment, Communicating evidence, Education, Evaluation, Higher education, Student outcomes

The Practice Of Assessment Data Use In Student Affairs: The Need For An Expanded Conceptualization, Mark D. Manderino

Dissertations

Over the past three decades, student affairs assessment, as an organized functional area, has matured and established itself as an essential and expected component within higher education in the United States (Elkins, 2015; Ewell, 2002; Henning & Roberts, 2016). While professionals know that data use is part of the process of assessment (Banta & Blaich, 2010), there has not been sufficient evidence of what use of assessment looks like both in higher education and specifically student affairs, or how best practice strategies encourage assessment data use (Kinzie, Hutchings, Jankowski, 2015). There is a dearth of empirical evidence related to use …

Using Tops For Identification Of Gifted Hispanic Students, Barbara Martin

Dissertations

USING TOPS FOR IDENTIFICATION OF GIFTED HISPANIC STUDENTS

Researchers have noted an underrepresentation of Hispanic ELL students in gifted education. A literature review revealed several problems encountered when assessing and identifying gifted Hispanics and have also suggested a variety of solutions including use of non-standardized alternative assessments. In this project, the researcher explored the attitudes of educators regarding the addition of a non-standardized tool. The TOPS is a non-standardized tool used to systematically gather and document qualitative observational data within the context of instruction (Harradine, Coleman, & Winn, 2014). The researcher used both a survey questionnaire and a semi-structured interview …

The Impact Of Using Formative Assessment Attributes In Daily Instruction On Student Affect, Joshua William Ruland

Dissertations

The main focus of the research was to determine if the systematic use of formative assessment attributes had an impact on two affective variables--Academic Efficacy and Eagerness to Learn. Both the control and experimental students' affect was measured using a pre and post test administration of the Student Affect Inventory created by Popham and Stiggins (2008) in conjunction with the CCSSO. The post administration results of the experimental and control group were compared to determine if the systematic use of formative assessment attributes had a statistically significant impact on student affect. In addition, the pre and post test data of …