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Educational Assessment, Evaluation, and Research

Western Michigan University

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Full-Text Articles in Education

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak Aug 2019

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write ...


Continuous Improvement In Academic Affairs, Jen Wells Mar 2019

Continuous Improvement In Academic Affairs, Jen Wells

Assessment in Action Conference

As faculty, we are asked to focus on teaching, research, and service; how we manage our work is often pre-determined by how we allocate time to these three elements. With that, the question is where assessment and continuous improvement fit. This presentation will offer a model of continuous improvement and ideas on how it can be integrated in your current work and not as a check the box exercise. We will also review how assessment can be scaffolded and implemented at the graduate level.


Writing & Connecting Learning Outcomes Across The Co-Curricular Environment, Marilyn Duke, Ciji Heiser, Anthony Helms Mar 2019

Writing & Connecting Learning Outcomes Across The Co-Curricular Environment, Marilyn Duke, Ciji Heiser, Anthony Helms

Assessment in Action Conference

This session focuses on the two primary areas of writing learning outcomes and then connecting outcomes to a co-curricular map. In the first part of the session, participants will work through a learning outcomes model to draft new outcomes or revisit existing outcomes and receive feedback from peers and session facilitators. In the second part of the workshop, the discussion will shift to how to connect learning outcomes across multiple programs and services to develop co-curricular maps. Outcome maps help staff identify areas of strength in student learning outcomes and gaps in outcome development. Participants will have the opportunity to ...


2019 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies Mar 2019

2019 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule and session descriptions from the 10th Annual WMU Assessment in Action Conference held on March 15, 2019. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and learner supports units.


Curriculum Mapping As A Path For Success, Susan L. Caulfield, David Paul, Cynthia Visscher Mar 2019

Curriculum Mapping As A Path For Success, Susan L. Caulfield, David Paul, Cynthia Visscher

Assessment in Action Conference

This workshop engages participants in a conversation about their knowledge and experience with curriculum mapping. Examples of curriculum mapping are provided, along with assessment outcomes related to such mapping. Participants will be asked to articulate a class or program-level outcome and workshop facilitators will be able to assist with the definition and creation of outcomes. Such outcomes will then be related back to curriculum mapping. Participants will leave with two different examples of curriculum mapping, as well as some experience in engaging the process of curriculum mapping.


Continuous Improvement In Student Affairs, Jen Wells Mar 2019

Continuous Improvement In Student Affairs, Jen Wells

Assessment in Action Conference

Imagine booking a trip but never getting on the plane, or buying a movie ticket but never walking into the theater. Or what if you fully planned a program, but you never executed it? Barring environmental or extraneous factors, it’s hard to imagine not following through in these scenarios. Now, think about learning valuable information through an assessment project, but never using it. This should be equally unfathomable. The data collected in our assessments should be meaningful by informing our work and helping us continually improve. This presentation offers strategies on how to make data-informed decisions, demonstrate why this ...


Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang Mar 2019

Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang

Assessment Fellows Grant

The goal of this project is to evaluate the applicability and efficacy of a collaborative learning environment for high voltage (HV) engineering education. This environment is based on the interaction of two pedagogical approaches: computer simulation and experimental/laboratory work. Two courses on HV engineering were offered in parallel in the Fall 2018 semester – one taught at Western Michigan University focusing on computer simulation and the other one taught at Mississippi State University focusing on experimental/laboratory work.


Assessing Creative Growth In The Frostic School Of Art, William Charland Mar 2019

Assessing Creative Growth In The Frostic School Of Art, William Charland

Assessment Fellows Grant

This project examined the suitability of the Torrance Test of Creativity as a direct measure of determining growth in student creativity from matriculation to graduation among students enrolled in B.F.A. and B.A. programs across the areas of the Frostic School of Art (FSoA). Test takers were anonymous, representing an opportunity sample of incoming and outgoing student cohorts. This research project’s aim was to determine if creativity, as distinct from techniques and skills, increased between the first year and graduation among students in the FSoA.


Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker Mar 2019

Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker

Assessment Fellows Grant

The purpose of this project is to develop a holistic and sustainable assessment process for the Performance Driven Leadership electronic portfolio that is completed as part of the M.A. in Educational Leadership Higher Education and Student Affairs Leadership (HESA) concentration.


Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield Mar 2019

Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield

Assessment Fellows Grant

The aim of this project is to inform departments and schools within the College of Health and Human Services of how their faculty, in general, approach writing-related requirements with their courses. Authors adapted 3 surveys to measure faculty perceptions about writing, including faculty approaches to assigning writing, faculty comfort levels with writing and how equipped they are to assess writing. Data will be entered into SPSS for data analysis that will be used to inform needs for department and faculty support or policy development.


A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster Mar 2019

A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster

Assessment Fellows Grant

This project involves a different way of running courses and assessments, in line with a very formative philosophy on learning. Being a whole system, it involves several components working together. Topics are designed as a sequence of small natural ‘learning units’, each with specific learning objectives. The aim is for all students to eventually attain high-level ‘mastery’ of all topic objectives, given the opportunity. Structured ‘learning tasks’ occur during learning, and ‘mastery assessments’ after topic completion. Both are formative rather than summative, in that students have an opportunity to learn from feedback and try again for mastery (assessment for learning ...


Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban Mar 2019

Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban

Assessment Fellows Grant

The Office of Student Transitions embarked upon its second pilot year of implementing Gallup's CliftonStrengths for Students into First-Year Seminar (FYS) courses. Strengths development focuses on improving self-awareness and well-being, giving students a tool to understand how to leverage their natural talents for success. Nearly half of the FYS instructors chose to integrate Strengths activities and development into their courses. Final data indicated an increase in self-awareness, confidence, and affirmation of major/career choices. Nearly 89% of pilot students said that Strengths should be implemented in all FYS courses.


What's Your Assessment - Why?, Jen Wells Mar 2019

What's Your Assessment - Why?, Jen Wells

Assessment in Action Conference

Accountability. Accreditation. Resources. Student Success. Student Learning. Student Development. External Factors. Program Review. All of these terms and more are associated with assessment. In this keynote, I want to go back to the why! Why is this important? Why should we do this? What is the why of assessment and how do our own experiences translate and transfer into the concept of continuous improvement.


Marginal Commentary: Are Students And Instructors On The Same Page?, Maria Ornella Treglia Mar 2019

Marginal Commentary: Are Students And Instructors On The Same Page?, Maria Ornella Treglia

Teaching/Writing: The Journal of Writing Teacher Education

This article reports the findings of 141 student questionnaires and interviews with six teachers to investigate whether first-year students’ preferences align with their teachers’ written commentary in composition classes in an urban community college. Results show that students appreciate and rely on teacher commentary and prefer it to be clear, detailed, and supportive. They indicated that commentary that combines the message with a positive phrase works best. Teachers, on the other hand, were not aware of their students’ needs and preferences, and expressed self-doubt and frustration about their students’ reception of written commentary.


Reducing Secondary Trauma And Compassion Fatigue In The Dark Side Of Interpersonal Communication Classrooms, Mary E. King, Albra Wheeler Jan 2019

Reducing Secondary Trauma And Compassion Fatigue In The Dark Side Of Interpersonal Communication Classrooms, Mary E. King, Albra Wheeler

Journal of Communication Pedagogy

This essay describes the experiences faculty may encounter when teaching tough topics. When professionals are in the position as the individual who cares for, hears about, or witnesses the trauma and suffering of others, they might themselves be at risk for experiencing vicarious stress, or secondary trauma. If ongoing and untreated, this traumatic stress can morph into compassion fatigue, which can impede professional success and contribute to burnout. This essay reflects on the experiences of teaching the Dark Side of Interpersonal Communication where students openly shared course-related personal experiences. We reflect on how to successfully manage the delicate climate of ...


Best Practices For Teaching Discussion As Part Of High School Common Core State Standards, Mitchel Stengel, Leah Nolan, David Donnick, Wesley Skym, Anna M. Wright Jan 2019

Best Practices For Teaching Discussion As Part Of High School Common Core State Standards, Mitchel Stengel, Leah Nolan, David Donnick, Wesley Skym, Anna M. Wright

Journal of Communication Pedagogy

Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students ...


Developing A Digital Voice: Embedding Digital Communication Platforms, Networks, And Technologies In The 21st-Century Classroom, James M. Proszek Jan 2019

Developing A Digital Voice: Embedding Digital Communication Platforms, Networks, And Technologies In The 21st-Century Classroom, James M. Proszek

Journal of Communication Pedagogy

Introductory communication courses are an invaluable resource for improving students’ abilities to speak confidently, passionately, and persuasively, while also inspiring them to become more engaged citizens. However, digital media present new opportunities and challenges for designing courses that are relevant to students’ personal and professional interests and goals. Instructors who incorporate digital communication platforms, networks, and technologies into their classrooms can better prepare students to meet the complex demands of the technologically-mediated 21st century. In this essay, I offer 10 best practices for developing students’ digital media literacies within multiple communication contexts.


Journal Of Communication Pedagogy, Complete Volume, 2019 Jan 2019

Journal Of Communication Pedagogy, Complete Volume, 2019

Journal of Communication Pedagogy

No abstract provided.


The Effect Of Item Stem And Response Option Length On The Item Analysis Outcomes Of A Career And Technical Education Multiple Choice Assessment, Tina M. Koepf Dec 2018

The Effect Of Item Stem And Response Option Length On The Item Analysis Outcomes Of A Career And Technical Education Multiple Choice Assessment, Tina M. Koepf

Dissertations

Critical decisions in Career and Technical Education (CTE) can be based on assessment outcomes, requiring an essential focus on continuous improvement initiatives to provide increased multiple choice (MC) assessment validity. Previous research has determined that the presence of flawed test items negatively impacts student success; therefore, an MC taxonomy has been established and used in the assessment industry. While rigorous and successful Career and Technical Education (CTE) programs that enroll high-level academic students exist, many CTE programs enroll students with a wide spectrum of academic ability. Because many CTE students often have inferior reading skills, it is necessary to take ...


Online Evaluation Training Program, Lori Wingate Sep 2018

Online Evaluation Training Program, Lori Wingate

Academic Leadership Academy

The Western Michigan University (WMU) Evaluation Center and Extended University Programs are developing an online professional development program in evaluation. The learner-centered program will include a mix of live and self-paced instruction, including webinars, videos, text, assessments, and practice exercises. The following qualities set this program apart from existing academic and ad hoc evaluation training programs:

Equity-informed: As a critical aspect of high-quality evaluation practice, the curriculum is infused with guidance on how to address equity throughout the evaluation process.

Practical: Instruction is connected to practical application so learners can use what they learn right away.

Accessible: Barriers to learning ...


Apology Not Accepted: The Impact Of Executive Rhetoric, Communication Strategies, Media Coverage And Time On Crisis Management And Public Perception During Major Oil Spills, Todd D. Harcek Apr 2018

Apology Not Accepted: The Impact Of Executive Rhetoric, Communication Strategies, Media Coverage And Time On Crisis Management And Public Perception During Major Oil Spills, Todd D. Harcek

Dissertations

This research builds upon the scholarship in crisis communication strategies and apologia employed by companies during a crisis. Within the expansive domain of crisis management, this work evaluates the media coverage and crisis communication strategies during three major oil spills: the Exxon Valdez, the American Trader, and the BP Gulf oil spill. The purpose of this study is to provide practitioners, researchers and others additional insight into the impact of media coverage on prior, current and future crises and how this coverage, coupled with the communication strategies of companies during a crisis, can influence public awareness or perception. Furthermore, this ...


Response Shift Bias: An Examination Of Measurement Invariance In Self-Reported Change, Katherine Nelson Daniels Apr 2018

Response Shift Bias: An Examination Of Measurement Invariance In Self-Reported Change, Katherine Nelson Daniels

Dissertations

Traditional pre-test (TpT)/post-test (PT) and retrospective pre-test (RpT)/post-test (PT) designs are used to collect data on self-reported measures to assess the magnitude of change that occurs from interventions. If measurement invariance does not exist across the measurement occasions within these research designs, it is inappropriate to compare mean group differences that result from the intervention and derive inferences about change. The theory of response-shift suggests a subject’s understanding of a subject matter at TpT may not be the same as their understanding of a subject matter at PT, and that as a result, the construct measured at ...


Examination Of Student Outcomes In Hsv 3650: Information Literacy, Betty D. Dennis, Debra K. Lindstrom Mar 2018

Examination Of Student Outcomes In Hsv 3650: Information Literacy, Betty D. Dennis, Debra K. Lindstrom

Assessment Fellows Grant

Prior to 2014, faculty from the College of Health and Human Services (CHHS) had observed that students in upper-level health sciences courses did not have the Information literacy skills needed to succeed in upper level-courses and graduate school curricula. To remedy this, faculty from the University Libraries and CHHS developed and implemented a program that requires students to either (a) successfully pass an information literacy pre-assessment examination, or (b) enroll in a two-credit information literacy course (HSV 3650: Information Literacy in Health Sciences). The purpose of this study was to examine how effective HSV 3650 has been in teaching students ...


Does The Past Predict The Future? A Retrospective Statistical Analysis Of Lower Level Course Grades And Program Outcomes At Graduation, Peter A. Gustafson Mar 2018

Does The Past Predict The Future? A Retrospective Statistical Analysis Of Lower Level Course Grades And Program Outcomes At Graduation, Peter A. Gustafson

Assessment Fellows Grant

In this project, a retrospective statistical analysis was completed to try to establish the correlation between low-level engineering courses and several measures of student success at graduation. The intended outcomes of the study include a tool for prediction of GPA at graduation based on sophomore level courses. This tool will be useful for advising to identify at-risk students for early intervention and remediation. Furthermore, the tool will be useful for recruiting, as students who are likely to be successful in graduate programs can be identified and recruited early in their academic careers.


Assessing In-Course Projects And Students' Interest In Science, Heather Kasper, Mary Anne Sydlik, Susan R. Stapleton Mar 2018

Assessing In-Course Projects And Students' Interest In Science, Heather Kasper, Mary Anne Sydlik, Susan R. Stapleton

Assessment Fellows Grant

An important question in higher education is "How do we best support students so that they stay at Western Michigan and remain or become interested in careers in one of the sciences?” One way seems to be getting students interested in research, which can spark and maintain their continued interest in STEM fields. Traditional laboratory activities often involve repeating classical experiments to reproduce known results rather than engaging students in experiments with the possibility of true discovery. Instead, we need to actively engage students to interest them in STEM and to keep them in the field. Our project uses data ...


Using Elearning For Assessment, Katrina Davidson, Alyssa Moon Mar 2018

Using Elearning For Assessment, Katrina Davidson, Alyssa Moon

Assessment in Action Conference

There are many ways to formatively and summatively assess learner knowledge using an online learning environment. This session will give an overview of these tools and examine use cases.


Integrating Formative And Summative: Assessment Approaches In Student Support Work, Ciji Heiser Mar 2018

Integrating Formative And Summative: Assessment Approaches In Student Support Work, Ciji Heiser

Assessment in Action Conference

This session will focus on how to integrate both formative and summative assessment approaches into programs and services provided for student support. We will discuss the assessment cycle including learning and operational outcomes, selecting and designing assessment tools (both formative and summative), collecting data, and analyzing data to make data-informed decisions.


"What Is My Target?": Clarifying Student Learning Outcomes, Anthony Helms, David Paul Mar 2018

"What Is My Target?": Clarifying Student Learning Outcomes, Anthony Helms, David Paul

Assessment in Action Conference

This session will provide an overview of best practices in writing feasible and measurable learning and process outcomes, including hands-on time to work on your own outcomes.


2018 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies Mar 2018

2018 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule and session descriptions from the 9th Annual WMU Assessment in Action Conference held on March 16, 2018. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and student supports units.


Why Are We Doing This?, Linda Suskie Mar 2018

Why Are We Doing This?, Linda Suskie

Assessment in Action Conference

Many find assessment to be a pointless paper-pushing exercise. Done right, however, it is essential to helping students learn and succeed. This presentation will summarize research on strategies that help students learn and succeed and explain the role of assessment in those strategies.