Education Commons^™

Educational Evaluation, Assessment, & Effectiveness Glossary: A Claremont Graduate University Educ 445 Fall 2021 Course Publication, Gwen Garrison, Nancy Lepage, Aishah Shubily, Amir Zargar, Ana Guillen, Ani Ani Apyan, C. Monroy, Guillermo Lopez, Jasmine Zavala, Kimberly A. Megyesi-Brem, Kolby Rousseve, Lavanya Jawaharlal, Levon Ghanimian, Lindsey T. Kunisaki, M. Harrington Clifford, Maureen Ruiz-Sundstrom, Melissa Soto, Michelle G. Cardenas, Ruby Ramirez-Murillo

CGU Faculty Publications and Research

This glossary is intended to support professionals who are seeking to understand evaluation, assessment, and effectiveness in the context of K-12 and higher education. The definitions in this e-book represent the shared meanings that were co-created by education professionals in EDUC 445 at the Claremont Graduate University during Fall 2021 under the guidance of Dr. Gwen Garrison, PhD.

The Work We Make Scriptures Do For Us: An Argument For Signifying (On) Scriptures As Intellectual Project, Vincent L. Wimbush

CGU Faculty Publications and Research

I propose to argue in this essay for the agenda and practices of a research institute that a new agenda and set of practices put forward by a particular research institute offers a compelling future for biblical studies. In order to make such an argument about a direction for the future, I think it important for me to provide my own unavoidably tendentious current perspective on the personal and intellectual experiences and challenges of the past that have led me to this point.

Disrupting The Status Quo: The Action Research Dissertation As A Transformative Strategy, Margaret Grogan, Joe Donaldson, Juanita Simmons

CGU Faculty Publications and Research

Summary: As a contribution to the lively debate that has been recently spawned among scholars about leadership preparation embedded in doctoral studies, this chapter explores the relationship between the current conception of the quality practitioner of educational leadership and the usefulness of learning how to conduct action research. The first section describes the quality practitioner and shows how various theories lend themselves to this concept. Building on the theoretical underpinnings for the very practical work of educational leadership, the second section offers a brief discussion of the background and development of action research. In the third section, we consider the …

Testing Tenure: Let The Market Decide, Michael Shermer

CGU Faculty Publications and Research

Tenure debates and disputes are often irresolvable because of the complex and multivariate nature of contractual relationships between faculty and administration, and the nuanced and varying beliefs about tenure held by the professoriate. The Ceci et al. study leads this commentator to suggest a simple solution - allow individual institutions to define the parameters of tenure according to their unique core values.

Us Women Top Executive Leaders In Education: Building A Community Of Learners, Margaret Grogan

CGU Faculty Publications and Research

American women have been known for their leadership throughout the history of the United States. Not always called leadership, their management activities have earned them the reputation of being strong, resilient women capable of great initiative. This translates into the current notion of a woman educational leader as evidenced in a recent study. Based on the AASA (2003) national survey of women superintendents and central office administrators, conducted by Margaret Grogan and Cryss Brunner, this paper focuses on what characterizes women educational leaders and how they are shaping the most powerful position in U.S. education.

Echoing Their Ancestors, Women Lead School Districts In The United States, Margaret Grogan

CGU Faculty Publications and Research

Women have been involved in leadership activities throughout the history of the United States. Not always called leadership, their capacities to deal with difficult situations, and to manage enterprises have been earned them the reputation of being strong and resilient, capable of great initiative. This article draws briefly on this history to situate a discussion of how women are shaping the most powerful position in U.S. education - the superintendency. Using published findings from the AASA (2003) national survey of women superintendents and central office administrators, conducted by Margaret Grogan and Cryss Brunner, the article argues that women are still …

No News Is Bad News: Characteristics Of Adolescents Who Provide Neither Parental Consent Nor Refusal For Participation In School-Based Survey Research, C. Anderson Johnson, Jennifer B. Unger, Peggy E. Gallaher, Paula Palmer, Lourdes Baezconde-Garbanati, Dennis R. Trinidad, Steven Cen

CGU Faculty Publications and Research

Schools offer a convenient setting for research on adolescents.However, obtaining active written parental consent is difficult. In a 6th-grade smoking study, students were recruited with two consent procedures: active consent (parents must provide written consent for their children to participate) and implied consent (children may participate unless their parents provide written refusal). Of 4,427 invited students, 3,358 (76%) provided active parental consent, 420 (9%) provided active parental refusal, and 649 (15%) provided implied consent (parental nonresponse). The implied consent procedure recruited more boys, African Americans, students with poor grades, and smokers. This dual-consent procedure is useful for collecting some limited …

Five Things Most People Believe About American Education That Are Wrong, David E. Drew

CGU Faculty Publications and Research

Will Rogers said, "People's ignorance isn't the problem; it's what they know for sure that isn't true." One reason that reform of our educational system often fails is that every politician and voter holds strong opinions about American schools. After all, they all went through the school system. Some of those opinions are simply wrong.

An Interactive Tutorial For Teaching Statistical Power, Christopher L. Aberson '99, Dale E. Berger, Michael R. Healy '04, Victoria L. Romero '07

CGU Faculty Publications and Research

This paper describes an interactive Web-based tutorial that supplements instruction on statistical power. This freely available tutorial provides several interactive exercises that guide students as they draw multiple samples from various populations and compare results for populations with differing parameters (for example, small standard deviation versus large standard deviation). The tutorial assignment includes diagnostic multiple-choice questions with feedback addressing misconceptions, and follow-up questions suitable for grading. The sampling exercises utilize an interactive Java applet that graphically demonstrates relationships between statistical power and effect size, null and alternative populations and sampling distributions, and Type I and II error rates. The applet …

Evaluating Java Applets For Teaching On The Internet, Michael R. Healy '04, Dale E. Berger, Victoria L. Romero '07, Christopher L. Aberson '99, Amanda Saw '11

CGU Faculty Publications and Research

The Web Interface for Statistics Education (http://wise.cgu.edu) is a website built around interactive tutorials designed to teach introductory and advanced statistical concepts. The tutorials use Java applets that dynamically illustrate the statistical concepts being taught. By using Java applets, we teach statistics in a manner not possible in a traditional classroom environment. In this paper, we provide examples of the applets, illustrate how students use them, and we report the outcome of a study that examined tutorial effectiveness as a learning tool.

The Administration And Supervision Program In The Department Of Leadership, Foundations, And Policy, Curry School Of Education, University Of Virginia, Margaret Grogan, Whitney H. Sherman, George J. Petersen

CGU Faculty Publications and Research

The Department of Leadership, Foundations, and Policy at the University of Virginia is designed to meet the demand for educational leaders who can combine vision and practice. It houses three integrated academic units: leadership; foundations; and policy. The leadership programs prepare leaders who are committed to social justice and formal education as a means of personal and civic improvement. Graduates of the programs go on to careers in school administration as well as university careers. Graduate students of the educational foundations programs learn concepts and skills related to research and evaluation, human development, learning and motivation, social and cultural contexts …

Rethink The Aptitude Excuse, David E. Drew

CGU Faculty Publications and Research

The achievement problems in U.S. schools can be seen clearly at our border. Juarez, Mexico and El Paso, Texas, are about a mile apart, separated by the Rio Grande. For years, one of my former doctoral students was on the faculty of the University of Texas at El Paso and directed the remedial center. Students who were having trouble in a variety of subjects, including mathematics, came to the center for tutoring by undergraduates and graduate students. In reviewing who was hired by the center over a number of years, she observed that Americans were rarely hired to tutor in …

Breadth Of Program And Outcome Effectiveness In Drug Abuse Prevention, C. Anderson Johnson, David P. Mackinnon, Mary Ann Pentz

CGU Faculty Publications and Research

The most popular school programs for tobacco and other drug abuse prevention address a variety of substances from tobacco to alcohol to other drugs. It is not uncommon for the same school program to address an even broader range of health and social objectives including exercise and nutrition promotion, pregnancy and HIV prevention, and violence prevention. In this article, the authors address the question of whether it is more effective to target a narrow range of objectives (e.g., smoking prevention) or a wider range of related behaviors (e.g., tobacco, alcohol, and other drug abuse). First, they consider a range of …

Project Towards No Tobacco Use: Implementation, Process And Post-Test Knowledge Evaluation, Steve Sussman, Clyde W. Dent, Alan W. Stacy, Carol S. Hodgson, Dee Burton, Brian R. Flay

CGU Faculty Publications and Research

This paper describes the curricula contents, and presents data to evaluate the implementation, process and immediate post-test knowledge of Project Towards No Tobacco Use (Project TNT). Four different school-based tobacco use prevention curricula were developed to counteract the effects of three types of tobacco use acquisition variables typically addressed within a comprehensive social influences program: (1) peer approval for using tobacco (normative social influence), (2) incorrect social informational provided about tobacco use (information social influence) and (3) lack of knowledge or misperceptions about physical consequences resulting from tobacco use. Three curricula were designed to counteract the effects of single acquisition …

Implementing Educational Software And Evaluating Its Academic Effectiveness: Part Ii, Karen Jolicoeur, Dale E. Berger

CGU Faculty Publications and Research

In Part I, published last month, we presented a successful classroom implementation plan for integrating educational software into elementary school classrooms. Implementing educational software successfully into classrooms is an essential prerequisite to achieving the second goal of the present research-evaluating how much students learned by using specific software programs. In Part II, we will measure how effective eight software programs were at teaching fifth grade students new fraction concepts and spelling words. In addition, we will examine the validity of teacher and student software ratings based on the effectiveness of each program.

Implementing Educational Software And Evaluating Its Academic Effectiveness: Part I, Karen Jolicoeur, Dale E. Berger

CGU Faculty Publications and Research

Two major obstacles are responsible for the delay in getting good educational software into schools. First, software implementation is a complex process that many schools are simply not prepared to undertake. Second, there is very little empirical research available on the specific factors that make educational software effective, leaving it extremely difficult to separate good from poor quality software. We will describe a basic plan for implementing educational software into classrooms, incorporating a research design that permits educational researchers to measure the effectiveness of the software. Part I of this series of two articles presents a basic plan for implementing …

Finest Science Not Always Found In The Fanciest American Universities, David E. Drew

CGU Faculty Publications and Research

Recent controversies about federal science funds for university research have become highly visible-and acrimonious. Debate about who should get support and why, long the province of a carefully developed system of peer, or merit, review, have been the subject of special task-force reports, congressional hearings and cover stories.

Do We Really Know What Makes Educational Software Effective? A Call For Empirical Research On Effectiveness, Karen Jolicoeur, Dale E. Berger

CGU Faculty Publications and Research

Empirical information on specific factors that make educational software effective in reaching instructional objectives would be of considerable value. The authors describe the current state of evaluation research with educational software and discuss how popular software review methods fall short of meeting our need to know how well specific programs work.

Advanced Ocularmetrics: Graphing Multiple Time Series Residual Data, David E. Drew

CGU Faculty Publications and Research

The desirability of randomized experiments (see Gilbert, Light, & Mosteller, 1975) and the usual need for quasi-experimental designs (because real programs rarely can be administered randomly) are staples of the evaluation literature. Campbell (1969) and others long have advocated the need for acquisition and analysis of longitudinal data in such evaluations.

Today's graduate students dutifully study trend data from the famous Connecticut crackdown on speeding and the British Breathalyser experiment to learn how graphs can be interpreted to shed light on possible program effects. Inevitably, the data portrayed represent zero-order effects. An outcome is plotted over time, or several graphs …

Review Of John G. Kemeny's Man And The Computer, David E. Drew

CGU Faculty Publications and Research

Set against this formidable background, Man and the Computer will be a disappointment to those who expect a detailed, highly technical presentation. Rather, this book is a popular description of man-machine interaction via time-sharing systems, with particular emphasis on the Dartmouth experience, combined with a futuristic sketch of the ways in which such systems can benefit society.

Undergraduate Aspirations: A Test Of Several Theories, David E. Drew, Alexander W. Astin

CGU Faculty Publications and Research

Two significant sociological theories which have been invoked in research about undergraduate aspirations are tested. The data, based on a national sample of students, contain some key measurements which had been missing from previous studies as well as a series of additional control variables. In general, relative-deprivation theory receives strong support; environmental-press theory receives equivocal support. However, the results vary as a function of the particular kind of aspiration under consideration. These findings support the contention that a complete theoretical model should allow for the simultaneous operation of both theories in a complex pattern rather than forcing a choice between …

The American Freshman: National Norms For Fall 1972, David E. Drew, Office Of Research Staff

CGU Faculty Publications and Research

In 1966 the Office of Research of the American Council on Education initiated a series of annual reports as part of its Cooperative Institutional Research Program (CIRP). This report, seventh in the series, presents national normative data on characteristics of students entering college as first-time, full-time freshmen early in the 1972-73 academic year.

The Vietnam-Era Veteran Enters College, David E. Drew, John A. Creager

CGU Faculty Publications and Research

During the past few years, new kinds of students have been entering our colleges and universities. No longer can the uppermiddle class white male, who moves smoothly from a college preparatory program in high school directly into college, be regarded as the "typical" student. Among the various groups of nontraditional students that make for greater heterogeneity within the college population are those from racial or ethnic minorities, those from lower socioeconomic backgrounds, those whose academic ability or high school preparation is relatively poor (as judged by conventional criteria) and those who are older than the average undergraduate. One subgroup of …

A Study Of The Nsf College Science Improvement Program, David E. Drew

CGU Faculty Publications and Research

The College Science Improvement Program was launched in 1966 and has as its stated goal "... to accelerate the development of the science capabilities of predominantly undergraduate institutions and to enhance their capacity for continuing self-renewal" (National Science Foundation, 1969, p. 90). Between the program's inception and the end of fiscal year 1969, COSIP made 105 grants representing a total amount of over $18,000,000 to such institutions

The American Freshman: National Norms For Fall 1971, David E. Drew, Office Of Research Staff

CGU Faculty Publications and Research

This report presents national normative data on characteristics of students entering colleges as first-time freshmen during the early part of the 1971-72 academic year. It is the sixth in a series of annual reports initiated in 1966 as part of the Cooperative Institutional Research Program (CIRP) conducted by the Office of Research of the American Council on Education.

The First Year Of College: A Follow-Up Normative Report, David E. Drew, Alan E. Bayer, Alexander W. Astin, Robert F. Boruch, John A. Creager

CGU Faculty Publications and Research

The major purpose of this ongoing research program is to determine how students are affected by the colleges they attend (Astin, Panos, and Creager, 1966). Consequently, subsamples of the original groups of participating students have been periodically followed up. These follow-up surveys consist in part of post-tests on selected items administered previously in the Freshman Information Form and in part of items that cover the student's experiences and achievements at his institution, his aspirations and plans for the future, his perceptions and evaluations of the college environment, and his educational outcomes and academic standing.

A Profile Of The Jewish Freshman, David E. Drew

CGU Faculty Publications and Research

The preparation of this research report was funded by the American Jewish Committee, a human relations agency with a commitment to objective scientific research, particularly with respect to educational and social issues.The focus of this report is a normative profile of Jewish freshmen entering college in the fall of 1969.The data presented in this research report are a direct product of the Cooperative Institutional Research Program being conducted by the Office of Research of the American Council on Education.

On The Allocation Of Federal Funds For Science Education, David E. Drew

CGU Faculty Publications and Research

Massive Federal expenditures for science research and development have been commonplace since World War II and the spectacular technical success of the Manhattan project. Shortly after the war the case for continued government support of basic science research was made by Vannevar Bush (1945) and others; the major organization which grew out of this Federal concern was the National Science Foundation. Subsequently the late fifties (and the voyage of Sputnik) saw science education become a national priority. That period spawned a wide array of measures in support of science education, e.g., the National Defense Education Act.

The passage of time …

National Norms For Entering College Freshmen—Fall 1970, David E. Drew, Office Of Research Staff

CGU Faculty Publications and Research

This report presents national normative data on characteristics of students entering colleges as first-time freshmen during the summer and fall of 1970. It is the fifth in the series of annual reports which was initiated in 1966 as part of the Cooperative Institutional Research Program conducted by the Office of Research of the American Council on Education.

As the first step in implementing this longitudinal research program in any given year, a survey is made of entering freshmen through administration of the Student Information Form. These data are weighted to provide a normative picture of the college freshmen population for …

National Norms For Entering College Freshmen—Fall 1969, David E. Drew, John A. Creager, Alexander W. Astin, Robert F. Boruch, Alan E. Bayer

CGU Faculty Publications and Research

This report presents national normative data on the characteristics of students entering colleges as first-time, full-time freshmen in 1969. It is the fourth such annual report developed as part of the Cooperative Institutional Research Program being conducted by the Office of Research of the American Council on Education. The major purpose of this ongoing research program is to determine how students are affected by the colleges they attend (Astin, Panos, and Creager, 1966). As evidenced by the wide response to the earlier normative reports (Astin, Panos, and Creager, 1967a, 1967b; Panos, Astin and Creager, 1967; and Creager, Astin,Boruch, and Bayer, …