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Educational Assessment, Evaluation, and Research

Boise State University

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Full-Text Articles in Education

Principal Leaders And College And Career Readiness Programs, Inna Goretaya Polishchuk Dec 2018

Principal Leaders And College And Career Readiness Programs, Inna Goretaya Polishchuk

Boise State University Theses and Dissertations

This dissertation examines the intersection of high school principals and college and career readiness initiatives in five high school contexts. Because school principals are responsible for setting the vision in a school, college and career readiness initiatives have the potential to overlap significantly with the principal’s direction of the school. Moreover, studies indicate college and career readiness programs might rely on the active support of the school administrator if they are to succeed. What the school leader cares about tends to be what staff focus on; therefore, this study examines how three factors influence the effectiveness of a college ...


The Effects Of Formative And Summative Assessment On Student's Connectedness, Satisfaction, Learning And Academic Performance Within An Online Healthcare Course, Thomas J. Wing Aug 2018

The Effects Of Formative And Summative Assessment On Student's Connectedness, Satisfaction, Learning And Academic Performance Within An Online Healthcare Course, Thomas J. Wing

Boise State University Theses and Dissertations

The quantitative study presented here evaluates the effects of formative and summative assessment on student’s connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course. Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format.

This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided ...


A Review Of Tools And Techniques For Data-Enabled Formative Assessment, Rob Nyland Jun 2018

A Review Of Tools And Techniques For Data-Enabled Formative Assessment, Rob Nyland

University Author Recognition Bibliography: 2018

The purpose of this literature review is to understand the current state of research on tools that collect data for the purpose of formative assessment. We were interested in identifying the types of data collected by these tools, how these data were processed, and how the processed data were presented to the instructor or student for the purpose of formative assessment. We identified two categories of data: machine graded and activity stream data. The data were processed using three methods: unprocessed activity streams, descriptive data analysis, and data mining. Processed data were presented to students through reports and real-time feedback ...


Building Conceptual Understandings Of Equivalence, Kelli Rich May 2018

Building Conceptual Understandings Of Equivalence, Kelli Rich

Boise State University Theses and Dissertations

The equal sign is prevalent at all levels of mathematics however many students misunderstand the meaning of the equal sign and consider it an operational symbol for the completion of an algorithm (Baroody & Ginsburg, 1983; Rittle-Johnson & Alibali, 1999). Three constructs were studied through the lens of the Developing Mathematical Thinking (Brendefur, 2008), Relational Thinking, Spatial Reasoning and Modes of Representation. A review of literature was conducted to examine the effects of mathematics instruction on the development of students’ conceptual understanding of equivalence through the integration of spatial reasoning and relational thinking. The Developing Mathematical Thinking (DMT) curricular resources integrate Bruner’s enactive ...


Online Course Design In Higher Education: A Review Of National And Statewide Evaluation Instruments, Sally Baldwin, Yu-Hui Ching, Yu-Chang Hsu Jan 2018

Online Course Design In Higher Education: A Review Of National And Statewide Evaluation Instruments, Sally Baldwin, Yu-Hui Ching, Yu-Chang Hsu

Educational Technology Faculty Publications and Presentations

This research identifies six online course evaluation instruments used nationally or in statewide systems. We examined the characteristics (i.e., number of standards and criteria) and coded the criteria that guide the design of online courses. We discussed the focus of the instruments and their unique features.


Social Presence, Identity, And Online Learning Research: Research Development And Needs, Patrick R. Lowenthal, Vanessa P. Dennen Aug 2017

Social Presence, Identity, And Online Learning Research: Research Development And Needs, Patrick R. Lowenthal, Vanessa P. Dennen

Educational Technology Faculty Publications and Presentations

Scholars across many disciplines have grappled with questions of what it means for a person to be and interact online. Who are we when we go online? How do others know we are there and how do they perceive us? Within the context of online learning, scholarly questions tend to reflect more specific concerns focused on how well people can learn in a setting limited to mediated interactions lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each ...


Testing Our Assumptions: The Role Of First Course Grade And Course Level In Mathematics And English, Janet Callahan, Marcia Belcheir Aug 2017

Testing Our Assumptions: The Role Of First Course Grade And Course Level In Mathematics And English, Janet Callahan, Marcia Belcheir

Materials Science and Engineering Faculty Publications and Presentations

Methods that provide an early indicator of factors that affect student persistence are important to colleges and universities. This quantitative research focused on the role of level of entry mathematics and English and also on grades earned in those classes as they relate to persistence after one year. The research showed that by far, the variable most predictive of first-time, full-time students enrolling one year later was earning a grade of “A” in English. Compared to those who did not pass their first English course, students who earned an “A” were three times more likely to persist. The variables which ...


Calculus Reform: Increasing Stem Retention And Post-Requisite Course Success While Closing The Retention Gap For Women And Underrepresented Minority Students, Doug Bullock, Janet Callahan, Jocelyn B.S. Cullers Jun 2017

Calculus Reform: Increasing Stem Retention And Post-Requisite Course Success While Closing The Retention Gap For Women And Underrepresented Minority Students, Doug Bullock, Janet Callahan, Jocelyn B.S. Cullers

Mathematics Faculty Publications and Presentations

Boise State University (BSU) implemented an across-the-board reform of calculus instruction during the 2014 calendar year. The details of the reform, described elsewhere (Bullock, 2015), (Bullock 2016), involve both pedagogical and curricular reform. Gains from the project have included a jump in Calculus I pass rate, greater student engagement, greater instructor satisfaction, a shift toward active learning pedagogies, and the emergence of a strong collaborative teaching community. This paper examines the effects of the reform on student retention. Since the curricular reform involved pruning some content and altering course outcomes, which could conceivably have negative downstream impacts, we report on ...


Longitudinal Success Of Calculus I Reform, Doug Bullock, Kathrine E. Johnson, Janet Callahan Jun 2016

Longitudinal Success Of Calculus I Reform, Doug Bullock, Kathrine E. Johnson, Janet Callahan

Mathematics Faculty Publications and Presentations

This paper describes the second year of an ongoing project to transform calculus instruction at Boise State University. Over the past several years, Calculus I has undergone a complete overhaul that has involved a movement from a collection of independent, uncoordinated, personalized, lecture-based sections, into a single coherent multi-section course with an activelearning pedagogical approach. The overhaul also significantly impacted the course content and learning objectives. The project is now in its fifth semester and has reached a steady state where the reformed practices are normative within the subset of instructors who might be called upon to teach Calculus I ...


Exploring Critical Thinking And Negotiation Of Meaning Through Minecraftedu: A Case Study Of Elementary Language Learners, Sarah Rich May 2016

Exploring Critical Thinking And Negotiation Of Meaning Through Minecraftedu: A Case Study Of Elementary Language Learners, Sarah Rich

Boise State University Theses and Dissertations

Critical thinking and problem solving are identified as 21st century skills crucial to the process of foreign language acquisition, and include negotiating and co-constructing meaning in order to effectively communicate with others (Committee for Economic Development, 2006). The purpose of this study was to replicate earlier research in which university-aged French language learners participated in task-based activities within the social game environment of SecondLife to produce discourse representing critical thinking and negotiation of meaning. Through purposeful modifications, this replication study investigated the collective discourse produced by a group of elementary-aged English Language Learners (ELLs) engaged in task-based activities within ...


The Curriculum Orientations Of Secondary Stem Teachers And Their Beliefs About Sound Grading, Nathan D. Dean May 2016

The Curriculum Orientations Of Secondary Stem Teachers And Their Beliefs About Sound Grading, Nathan D. Dean

Boise State University Theses and Dissertations

This study explored two questions: 1) In what ways are the curriculum orientations of STEM teachers predictive of their beliefs regarding sound grading practices? and 2) How do STEM teachers who have received formal training in assessment differ in their grading beliefs from those who have not? A survey instrument was issued to a sample of secondary science and mathematics teachers (n=89) taken from a metropolitan, northwestern school district. The subsequent analyses showed a significant relationship between the self-actualization orientation and the inclusion of non-academic factors when assigning grades. It was also found that participants who had received formal ...


University Learning Outcomes Assessment Plan & Reporting Guidelines, Vicki Stieha, Kay Wingert Jan 2016

University Learning Outcomes Assessment Plan & Reporting Guidelines, Vicki Stieha, Kay Wingert

University Presentations

Why are we conducting regular assessment of the University Learning Outcomes in Disciplinary Lens classes?

University Learning Outcomes (ULOs) are the “glue” that holds academic and social learning together in the undergraduate curriculum. Assessment at the course level focuses our attention on the outcomes and lets us answer the essential ULO questions:

  • To what extent are our students learning the skills, knowledge, and habits of mind that make up our outcomes?”
  • What do we do to support that learning – and what might we do to continually work to improve learning?
  • What supports do we need to enhance learning?


Revealing Student Misconceptions And Instructor Blind Spots With Muddiest Point Formative Feedback, Cindy Waters, Stephen J. Krause, Janet Callahan, Barry Dupen, Mary B. Vollaro, Peggie Weeks Jan 2016

Revealing Student Misconceptions And Instructor Blind Spots With Muddiest Point Formative Feedback, Cindy Waters, Stephen J. Krause, Janet Callahan, Barry Dupen, Mary B. Vollaro, Peggie Weeks

Materials Science and Engineering Faculty Publications and Presentations

Of interest to all engineering disciplines, well-designed formative feedback has the potential to enhance both instructor teaching and student learning. Delivering fundamental courses year after year, can ultimately lead faculty to use stale notes or slides from past years. This approach may save time, but does not meet the shifting needs of our students who have high expectations from their instructors. One simple method to improve teaching is to employ muddiest point reflections. Muddiest point reflections involve simply asking students to anonymously reflect on what was “muddy”, i.e. confusing, during class and to rank their level of confusion which ...


The Decision, Implementation And Assessment Of A Credit-Bearing Activity Class By Faculty In Residence: A Case Study, Janet Callahan, Geoff Harrison, Michael Humphrey, Cala Sielaff, Melissa Wintrow Oct 2015

The Decision, Implementation And Assessment Of A Credit-Bearing Activity Class By Faculty In Residence: A Case Study, Janet Callahan, Geoff Harrison, Michael Humphrey, Cala Sielaff, Melissa Wintrow

Materials Science and Engineering Faculty Publications and Presentations

This case study reports on a programmatic decision to require a credit-bearing course that was made by Faculty in Residence (FIR), including its implementation and results over a two-year period from 2010-2012. The focus is on FIR and on the impact of their decision upon the students enrolled in their Living Learning Communities (LLCs). The credit-bearing course was a Kinesiology Activities class taken by all seven LLCs at Boise State University. Anonymous feedback from students was obtained via end of semester surveys; results were used to improve the course. Survey feedback was analyzed to assess the value students perceived to ...


Evolution Of A First-Year Engineering Course, Noah Salzman, Janet Callahan, Gary Leroy Hunt, Carol Sevier, Amy J. Moll Jun 2015

Evolution Of A First-Year Engineering Course, Noah Salzman, Janet Callahan, Gary Leroy Hunt, Carol Sevier, Amy J. Moll

Electrical and Computer Engineering Faculty Publications and Presentations

The first-year engineering course at Boise State University has evolved significantly over the past decade as a result of continuous improvement with a particular focus on student retention. The course was originally created in 1999-2001 as an “Introduction to Engineering” course in order to recruit students to one of the fields of engineering, by introducing those fields of engineering as topics across the semester. Over the first ten years, the course continued that introductory-to-field focus while also introducing a significant design element solving openended engineering problems. As a result of a five-year grant aimed toward improving first-year retention, the first-year ...


Faculty Perceptions Of The Adoption And Use Of Clickers In The Legal Studies In Business Classroom, Denise M. Farag, Susan Park, Gundars Kaupins May 2015

Faculty Perceptions Of The Adoption And Use Of Clickers In The Legal Studies In Business Classroom, Denise M. Farag, Susan Park, Gundars Kaupins

Management Faculty Publications and Presentations

The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. This paper measures clicker use amongst legal studies in business faculty and investigates perceptions and factors associated with adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never or rarely use clickers, and very few faculty members in the discipline use clickers regularly. Instructors perceive clickers to improve teaching, but may be reluctant to adopt them because of time constraints.


The Effect Of Worked Out Modeling In Nursing Simulation, Jayne Josephsen May 2015

The Effect Of Worked Out Modeling In Nursing Simulation, Jayne Josephsen

Boise State University Theses and Dissertations

This study provides a research framework that incorporates cognitive load theory (CLT) into simulation design and implementation, as well as providing a pilot tool to measure cognitive load specific to nursing simulation. The pedagogy of CLT is based in an understanding of cognitive architecture, which includes working memory, long-term memory, various types of cognitive load, and schema development. A quasi-experimental quantitative design was used with a convenience sample of senior baccalaureate nursing students who participated in simulation as part of their coursework. The treatment group received a worked out modeling intervention, designed upon the CLT instructional intervention of the worked ...


The Idaho Reading Indicator As A Predictor Of Subsequent Diagnosis Of Specific Learning Disabilities, Kimberly A. Ennis May 2015

The Idaho Reading Indicator As A Predictor Of Subsequent Diagnosis Of Specific Learning Disabilities, Kimberly A. Ennis

Boise State University Theses and Dissertations

The Idaho Reading Indicator (IRI) is a universal screen used to quickly assess the reading fluency of all Idaho public school students in grades kindergarten through third. The IRI is a tool that aids in the early identification of children with potential reading difficulties. Within the group of children with reading difficulties, some students have specific learning disabilities (SLD). Early identification of reading difficulties is critical to the success of all students who struggle with reading, especially students with SLD. To understand the problem, it is important to understand the nature of reading and the consequences of reading success and ...


Transforming The Legal Studies Classroom: Clickers And Engagement, Susan Park, Denise Farag Jan 2015

Transforming The Legal Studies Classroom: Clickers And Engagement, Susan Park, Denise Farag

Management Faculty Publications and Presentations

Teaching is not just delivering lectures but anything we might do that helps and encourages students to learn.

Envision your typical business law or legal environment of business classroom, filled with students. As class begins, most students are alert and attentive to the instructor. However, after class is under way, some students have diverted their attention elsewhere. A few are looking intently at their laptop screens, which contain material that may (or may not) be related to business law. Others are looking at their phones. While many are still listening to the instructor, a few might be whispering to neighbors ...


A Comparison Of Learning In Dual Credit Introductory College Physics, Eric L. Thies Dec 2014

A Comparison Of Learning In Dual Credit Introductory College Physics, Eric L. Thies

Boise State University Theses and Dissertations

Dual credit courses have been offered for over fifty years and have helped students save time and money during their college education. However, little has been done to study the quality of the dual credit courses themselves. The literature is unclear about whether students in dual credit programs learn the same material as the students enrolled in the same course at the university level.

The purpose of my study was to determine whether students in a concurrent enrollment introductory physics course achieve the same knowledge growth as university students enrolled in the same physics course. I used the Force Concept ...


Creating A Stem Identity: Investment With Return, Janet Callahan, Patricia Pyke, Susan Shadle, R. Eric Landrum Jun 2014

Creating A Stem Identity: Investment With Return, Janet Callahan, Patricia Pyke, Susan Shadle, R. Eric Landrum

Materials Science and Engineering Faculty Publications and Presentations

Establishing a strong STEM (science, technology, engineering and mathematics) identity at Boise State University, a metropolitan campus with approximately 3,655 undergraduate STEM students and a total undergraduate enrollment of approximately 19,042 (16,136 FTE) has been an important step toward creating a climate conducive to facilitating fundamental change. Examples of such change include building collaborations among faculty within and across departments, establishing the identity of students as part of a community beyond their chosen major, improving the efficiency and effectiveness of university systems, and perhaps most importantly, developing a framework to think deliberately about ways to effect change ...


Teachers’ Knowledge Of Formative Assessment Initial Instrument Validation Study, Amanda L. Bremner May 2014

Teachers’ Knowledge Of Formative Assessment Initial Instrument Validation Study, Amanda L. Bremner

Boise State University Theses and Dissertations

Formative assessment research indicates that use of formative assessment positively impacts student achievement. Teachers ought to be provided professional development in formative assessment in order to make it an integral part of their classroom practice. Just as teachers need to assess student knowledge prior to instruction, teacher knowledge of formative assessment needs to be assessed in order to guide the professional development teachers receive. However, no instrument exists that assesses teacher knowledge of formative assessment. An instrument to assess teacher knowledge of formative assessment was created and piloted. The results of the pilot study indicated the instrument had modest reliability ...


Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle Apr 2014

Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle

Jeremy W. Ford

For students with developmental disabilities (DD), postsecondary education opportunities are increasing and they require focused academic skill instruction. Tools for progress monitoring (e.g., Curriculum-Based Measurement; CBM) are needed however, research with CBM and students with DD is limited. Participants will be able to evaluate the technical adequacy of these instruments.


Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford Apr 2014

Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford

Jeremy W. Ford

Reread-Adapt and Answer-Comprehend (RAAC) is an intervention targeting difficulties with reading fluency and comprehension. Previous research has demonstrated RAAC to be effective for students with and without disabilities. This study extended research using RAAC by using goal setting and rewards. Participants will learn how to use these strategies to implement less intrusive changes for when a student does not respond to an empirically-based intervention prior to more intrusive changes (e.g., duration, frequency, different intervention).


Identifying Formative Assessment In Classroom Instruction: Creating An Instrument To Observe Use Of Formative Assessment In Practice, Steven G. Oswalt Dec 2013

Identifying Formative Assessment In Classroom Instruction: Creating An Instrument To Observe Use Of Formative Assessment In Practice, Steven G. Oswalt

Boise State University Theses and Dissertations

Is formative assessment observable in practice? Substantial claims have been made regarding the influence of formative assessment on student learning. However, if researchers cannot be confident whether and to what degree formative assessment is present in instruction, then how can they make claims with confidence regarding the efficacy of formative assessment? If it is uncertain whether and to what degree formative assessment is being used in practice, then any claims regarding its influence are difficult to support. This study aims to provide a vehicle through which researchers can make stronger, more substantiated reports about the presence and impact of formative ...


Comprehensible Output And The Effects Of Music And Movement In Spanish Language Acquisition, Tricia Pinkert-Branner Jun 2013

Comprehensible Output And The Effects Of Music And Movement In Spanish Language Acquisition, Tricia Pinkert-Branner

Student Research Initiative

Music and movement may have the potential to trigger memories and connections that affect mood and behavior. According to research in Second Language Acquisition (SLA) (Del Campo, 1997), meaningful communication is composed of three important elements: gestures, verbal language and intonation. Gestures and movement account for nearly 70% of communication, whereas the remaining 30% of meaningful communication lies in intonation and verbal language. Earworms, or Involuntary Musical Imagery (INMI), have played an important role in marketing by using music that gets “stuck” in the brain. Factors such as note duration, pitch intervals and exposure to an environment or movement associated ...


Writing For The Future, Justin Grover Apr 2013

Writing For The Future, Justin Grover

McNair Scholars Research Journal

The purpose of this study is to ask whether graduate students who have finished their undergraduate study at Boise State University (BSU) feel they were adequately prepared to meet research writing challenges at the graduate level. Professors have also raised questions about the level of preparedness incoming graduate students should have. With BSU set to implement a new approach to learning writing across the curriculum, this study may aid in defining at-risk areas in research writing, identified by both graduate students and faculty. Surveys were given to graduate students who had completed their undergraduate degree at BSU as well as ...


What Value Does Service Learning Have On Introductory Engineering Students' Motivation And Abet Program Outcomes?, Carol Sevier, Seung Youn Chyung, Janet Callahan, Cheryl Schrader Jul 2012

What Value Does Service Learning Have On Introductory Engineering Students' Motivation And Abet Program Outcomes?, Carol Sevier, Seung Youn Chyung, Janet Callahan, Cheryl Schrader

Organizational Performance and Workplace Learning Faculty Publications and Presentations

A quasi-experimental study was conducted to investigate the effectiveness of using a service learning (SL) method on influencing introductory engineering students' motivation and ABET program outcomes, compared to the effectiveness of using a conventional, non-service-learning (NSL) method. The sample used in the study was 214 students enrolled in an Introduction to Engineering course at a medium-size university in the northwestern region of the U.S. during the fall semester of 2009 and the spring semester of 2010. Sixty-nine students completed SL projects while 145 students completed NSL projects. Both SL and NSL projects were team-based. Using the ARCS model as ...


Connecting Science With Engineering: Using Inquiry And Design In A Teacher Professional Development Course, Louis S. Nadelson, Patricia Pyke, Janet Callahan, Anne Hay, Joshua Pfiester, Mark A. Emmet Jun 2011

Connecting Science With Engineering: Using Inquiry And Design In A Teacher Professional Development Course, Louis S. Nadelson, Patricia Pyke, Janet Callahan, Anne Hay, Joshua Pfiester, Mark A. Emmet

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers.

As more emphasis is placed on integrating STEM into the ...


Design Of Computer-Based Assessment Secondary Education For Understanding Of Mathematics, Mark Damian Lewis Aug 2010

Design Of Computer-Based Assessment Secondary Education For Understanding Of Mathematics, Mark Damian Lewis

Boise State University Theses and Dissertations

The purpose of this study was to evaluate the effectiveness of a computer-based assessment to reveal mathematical understanding. Relevant literature suggested that developments in cognitive science and computer-based assessments could allow the outcomes of cognitively guided instruction to be made explicit. An assessment instrument designed to make mathematical thinking explicit was developed and administered, consisting of 15 animations showing the solutions of one and two digit multiplication problems. A consistent set of five questions followed each animation. The assessment was administered to four classes of fourth grade students in two elementary schools participating in cognitively guided instruction professional development programs ...