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Full-Text Articles in Education
Brief 3: Making Assessment Work, New England Resource Center For Higher Education, University Of Massachusetts Boston
Brief 3: Making Assessment Work, New England Resource Center For Higher Education, University Of Massachusetts Boston
New England Resource Center for Higher Education Publications
Assessment and accountability are embedded in the context in which most colleges and universities operate. In the current climate, one is deeply entwined with the other. Originally, assessment in higher education meant assessing students. The broader appeal of the concept quickly claimed the attention of a multitude of constituents within the academy, each with a different goal in mind – from program review to public relations. Those whose relationship to the academy was once or twice removed, such as trustees, accreditors, and legislators, saw assessment as a simple and cost effective means to report information about the effectiveness of complex …
The Relationship Between Noncognitive Dimensions And The Academic Performance Of Student-Athletes, Bradley R. Mcallister
The Relationship Between Noncognitive Dimensions And The Academic Performance Of Student-Athletes, Bradley R. Mcallister
Legacy ETDs
Due to NCAA eligibility guidelines, coaches and administrators have a special interest in the academic performance of student-athletes. Furthermore, as a nontraditional group, it may be useful to use the NCQ to describe student-athletes. Insight into possible influences on their academic performance may help to improve services, especially academic support services, for student-athletes. Therefore, the purpose of this study was to extend Sedlacek's use of noncognitive dimensions to all student-athletes, regardless of gender, ethnicity, or age. The research questions this study addressed were 1. Do the scores on the NCQ differ among student-athletes by gender? 2. Do the scores on …
Identification Of Noncognitive Factors As Predictors Of Freshman Academic Performance And Retention In A Community College Setting, Mark Fallon Freeze
Identification Of Noncognitive Factors As Predictors Of Freshman Academic Performance And Retention In A Community College Setting, Mark Fallon Freeze
Theses and Dissertations in Urban Services - Urban Education
This study identified noncognitive factors (via the use of discriminant analysis) that impact freshmen academic performance and retention in a community college setting. The study used a modified version of the Freshman Survey, that had been validated for use at an urban four-year institution, to determine the predictive validity of the instrument for use with first semester freshmen in a two-year college setting. Existing research suggests that cognitive factors can, at most, explain 10 to 20 percent of the variance in student retention and academic performance. The remainder (approximately 80 percent) of the variance in student academic performance and …