Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 10 of 10
Full-Text Articles in Entire DC Network
Developing A Multi-Dimensional Measure Of Growth Mindset For School Improvement, Thomas Hartka
Developing A Multi-Dimensional Measure Of Growth Mindset For School Improvement, Thomas Hartka
Masters Theses, 2010-2019
The goal of the present study was to create a multi-dimensional growth mindset (MGM) measure. The purpose of the measure was to serve as an indicator of improvement for a team of 6th grade Math teachers in a local Middle School. These teachers noted that while their students were showing stronger self-reported growth mindset beliefs following interventions, they were not consistently displaying improvement in growth mindset behaviors. Following deeper discussions with this team of teachers and review of the growth mindset literature, six dimensions of growth mindset were identified: (1) intelligence belief, (2) effort, (3) persistence, (4) mistakes, (5) …
Beyond Motivation: Differences In Score Meaning Between Assessment Conditions, Nikole Gregg
Beyond Motivation: Differences In Score Meaning Between Assessment Conditions, Nikole Gregg
Masters Theses, 2010-2019
Written communication is a skill necessary for not only the success of undergraduate students, but for post-graduates in the workplace. Furthermore, according to employers the writing skills of post-graduates tend to be below expectations. Therefore, the assessment of such skills within higher education is in high demand. Written communication assessments tend to be administered in one of two conditions: 1) course embedded and 2) a low-stakes, non-embedded condition. The current study investigated possible construct-irrelevant variance in writing assessment scores by using data from a mid-sized public university in the Mid-Atlantic region of the United States. Specifically, 157 student products were …
An Examination Of The Psychometric Properties Of And Validity Evidence For The Alliant Intercultural Competency Scale, Elizabeth L. Smith
An Examination Of The Psychometric Properties Of And Validity Evidence For The Alliant Intercultural Competency Scale, Elizabeth L. Smith
Masters Theses, 2010-2019
The alliant intercultural competency scale was developed by Henderson et al. (2015) to measure intercultural competence in students in higher education. Henderson et al. outlined five domains representative of an interculturally competent professional: knowledge, communication, attitudes, professional practice, and negotiated space. In the current study, the AICS was revised (AICS-R) and then evaluated using Benson’s (1998) framework for construct validity. Exploratory factor analysis results suggested a five-factor model strongly aligned with the five aforementioned domains; this provides support for the internal structure of the AICS-R. Scores from the AICS-R were correlated with external measures, and group differences in scores were …
Developing A Measure Of Student Resume Quality In Student Affairs Assessment: An Application Of Generalizability Theory, Oksana Naumenko
Developing A Measure Of Student Resume Quality In Student Affairs Assessment: An Application Of Generalizability Theory, Oksana Naumenko
Masters Theses, 2010-2019
This thesis investigated the assessment of student résumés by a career services office. Specifically, the dependability of assessment scores was examined prior to making inferences regarding the value added by a career office’s résumé appointment program. Systematic errors in performance assessment ratings of student résumés were examined to determine the overall dependability of the assessment scores and the precision with which raters score student performance. The absolute dependability of scores was excellent when rubric elements were fixed. Recommendations regarding training and measurement tool improvement were provided given information regarding rater precision around rubric element scores. Such evidence adds to the …
The Effects Of Item And Respondent Characteristics On Midpoint Response Option Endorsement: A Mixed-Methods Study, Kimberly Rebecca Marsh
The Effects Of Item And Respondent Characteristics On Midpoint Response Option Endorsement: A Mixed-Methods Study, Kimberly Rebecca Marsh
Dissertations, 2014-2019
As the demand for accountability and transparency in higher education has increased, so too has the call for direct assessment of student learning outcomes. Accompanying this increase of knowledge-based, cognitive assessments administered in a higher education context is an increased emphasis on assessing various noncognitive aspects of student growth and development over the course of their college career. Noncognitive outcomes are most often evaluated via self-report instruments associated with Likert-type response scales, posing unique challenges for researchers and assessment practitioners hoping to draw valid conclusions based upon this data. One long-debated characteristic of such assessments is the midpoint response option. …
Demonstrating Validity Evidence Of Meta-Assessment Scores Using Generalizability Theory, Chris D. Orem
Demonstrating Validity Evidence Of Meta-Assessment Scores Using Generalizability Theory, Chris D. Orem
Dissertations, 2014-2019
Meta-assessment, or the assessment of assessment, can provide meaningful information about the trustworthiness of an academic program’s assessment results (Bresciani, Gardner, & Hickmott, 2009; Palomba & Banta, 1999; Suskie, 2009). Many institutions conduct meta-assessments for their academic programs (Fulcher, Swain, & Orem, 2012), but no research exists to validate the uses of these processes’ results. This study developed the validity argument for the uses of a meta-assessment instrument at one mid-sized university in the mid-Atlantic. The meta-assessment instrument is a fourteen-element rubric that aligns with a general outcomes assessment model. Trained raters apply the rubric to annual assessment reports that …
Perceived Responsibility For Learning In College Students: A Construct Validity Study, Matthew S. Swain
Perceived Responsibility For Learning In College Students: A Construct Validity Study, Matthew S. Swain
Masters Theses, 2010-2019
Responsibility for learning is an important, foundational construct for students in higher education. Because of its importance, higher education officials often design programs to inform students of their academic responsibilities. In order to assess these programs, a valid measure of responsibility for learning must be selected. In order to assess program effectiveness, measurement specialists collect validity evidence to support score interpretations. The current study focuses on the validity evidence of the Perceived Responsibility for Learning (PRL) scale. Benson’s (1998) framework for construct validation was used to examine current validity evidence and direct the study. Competing factor structures of the PRL …
Gathering Validity Evidence For The Community Service-Learning Assessment Test (Csat), Tanja N. Waugh
Gathering Validity Evidence For The Community Service-Learning Assessment Test (Csat), Tanja N. Waugh
Masters Theses, 2010-2019
Service-learning grew out of the philosophy that effective education should be experiential in nature (Giles & Eyler, 1994b). Alternative Break programs are steeped in this philosophy. Participation in many Alternative Break programs involves the immersion of students in a week-long service trip during academic breaks. Measurement of student learning outcomes is important in determining the effectiveness of these experiential programs. The purpose of this study was to evaluate the psychometric properties of the Community Service-learning Assessment Test (CSAT) and to gather construct validity evidence for the CSAT’s five sub-scales: civic action, interpersonal problem-solving, social justice, interpersonal relationships, and personal competency. …
Gathering Further Validity Evidence For The Academic Entitlement Questionnaire: Examining The Relationship Between Noncompliance And Academic Entitlement, Jason Paul Kopp
Gathering Further Validity Evidence For The Academic Entitlement Questionnaire: Examining The Relationship Between Noncompliance And Academic Entitlement, Jason Paul Kopp
Masters Theses, 2010-2019
A rigorous investigation of the psychometric properties of the Academic Entitlement Questionnaire (AEQ) was undertaken. Academic entitlement (AE) is defined as the expectation that one should receive positive academic outcomes (e.g., high grades), often independent of performance. AE had been theoretically linked with uncivil student behavior, but this relationship had not been evaluated empirically prior to this study. Responses on the AEQ were gathered from compliant and noncompliant students. Measurement invariance was established for the AEQ across these compliant and noncompliant samples. As predicted, the noncompliant sample was significantly higher in latent AE than the compliant sample. Relationships between AE …
Investigating The Functionality Of A Self-Report Instrument To Detect Autistic Traits In A Non-Clinical College Population: Psychometric Properties Of The Short Version Of Autism-Spectrum Quotient (Aq-26), Anna Zilberberg
Masters Theses, 2010-2019
The present study investigated the dimensionality of the short version of Autism-Spectrum Quotient (AQ-26) (Baron-Cohen et al., 2001) via confirmatory factor analysis (CFA) and exploratory factor analysis (EFA). Designed to screen for autistic traits in a non-clinical adult population, the AQ-26 can potentially be a very useful tool both in research and practice. However, evidence pertaining to the structural validity of the AQ-26 is scarce and inconclusive. Competing factor structure models based on previous research were specified and tested using an American college student sample. None of the theoretically specified models provided adequate fit for the data and the focus …