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Full-Text Articles in Education
An Assessment Of Undergraduate Students’ Research Literacy, Milushka M. Elbulok-Charcape
An Assessment Of Undergraduate Students’ Research Literacy, Milushka M. Elbulok-Charcape
Dissertations, Theses, and Capstone Projects
Research literacy refers to the knowledge and application of statistics and research methods knowledge. Research literacy is important because it enables individuals to become autonomous lifelong learners and informed research consumers. Compared to other types of literacies (e.g., informational, statistical, scientific, etc.), research literacy in the social sciences has received limited attention in psychological theory and research. As a result, assessments of research literacy have notable limitations. Some assessments place undue emphasis on content knowledge of statistics and research methods neglecting the application of knowledge, others present items in a de-contextualized manner, exploring conceptions or attitudes toward research itself rather …
Improving Measurement And Expanding Meta-Analytic Knowledge: Social And Emotional Learning In Elementary And Early Childhood, Dana M. Murano
Improving Measurement And Expanding Meta-Analytic Knowledge: Social And Emotional Learning In Elementary And Early Childhood, Dana M. Murano
Dissertations, Theses, and Capstone Projects
In the last several decades, the development of student social and emotional skills in educational contexts has received much attention, both domestically and internationally. Whereas previous school-based educational practices had primarily focused on the teaching and testing of cognitive skills, we now recognize that there are constituents of academic success beyond the cognitive skills that are traditionally taught and tested, and the field of social and emotional learning (SEL) has emerged as a result. This two-study dissertation attempted to fill existing gaps in the development of SEL practices by exploring new horizons in both intervention and measurement with preschool and …
Effects Of Pre-Tests And Feedback On Performance Outcomes In Massive Open Online Courses:What Works And What Doesn’T?, Maria Janelli
Effects Of Pre-Tests And Feedback On Performance Outcomes In Massive Open Online Courses:What Works And What Doesn’T?, Maria Janelli
Dissertations, Theses, and Capstone Projects
This experimental study examined the effects of pre-tests and feedback on learning outcomes in a five-week massive open online course (MOOC). The participants (N = 399) were adults from around the world who self-enrolled in the American Museum of Natural History’s (AMNH) climate change MOOC (called Our Earth’s Future) offered on the Coursera platform. Participants were randomly assigned to one of four conditions. Learners in the first treatment group took pre-tests without receiving feedback. Learners in the second treatment group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third treatment group took pre-tests and received elaborate feedback. The …
Introduction: History And Conceptual Basis Of Assessment In Higher Education, Peter Ewell, Tammie Cumming
Introduction: History And Conceptual Basis Of Assessment In Higher Education, Peter Ewell, Tammie Cumming
Publications and Research
Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment.
This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they …
The Future Of Natural Selection Knowledge Measurement: A Reply To Anderson Et Al. (2010), Ross Nehm, Irvin Sam Schonfeld
The Future Of Natural Selection Knowledge Measurement: A Reply To Anderson Et Al. (2010), Ross Nehm, Irvin Sam Schonfeld
Publications and Research
The development of rich, reliable, and robust measures of the composition, structure, and stability of student thinking about core scientific ideas (such as natural selection) remains a complex challenge facing science educators. In their recent article (Nehm & Schonfeld 2008), the authors explored the strengths, weaknesses, and insights provided by a detailed exploration of three commonly used measures of student thinking about natural selection in a large sample of underrepresented minority students. One of their core findings was that all of the tools they studied--including the CINS--have strengths and weaknesses that must be carefully taken into consideration by those …
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
Growing recognition of the central importance of fostering an in-depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson's (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415-427) open-response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors' understanding of and alternative conceptions about natural selection. We explored how these instruments …