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Full-Text Articles in Education
Motivation For Achievement And Attitudes Toward Mathematics Instruction In A Required Calculus Course At The Norwegian University Of Science And Technology, Donna Sundre, Carol Barry, Vidar Gynnild, Erin Tangen Ostgard
Motivation For Achievement And Attitudes Toward Mathematics Instruction In A Required Calculus Course At The Norwegian University Of Science And Technology, Donna Sundre, Carol Barry, Vidar Gynnild, Erin Tangen Ostgard
Donna L. Sundre
This study from the Norwegian University of Science and Technology (NTNU) examines students’ learning goals and attitudes toward mathematics in a first-year calculus course in undergraduate engineering education. Achievement motivation research using the Achievement Goal Questionnaire (AGQ) is advanced from current literature with two additions: (1) a course specific context using introductory college calculus students, and (2) participation of Norwegian students. Pre- and posttest measures of attitudes indicate that students do change learning goals over time, unfortunately opposite to the instructors’ aspirations. A significant increase in “Mastery Avoidance” and “Work Avoidance” was accompanied with a drop in “Mastery Approach” and …
Closing The Loop: Involving Faculty In The Assessment Of Scientific And Quantitative Reasoning Skills Of Biology Majors, C. A. Hurney, J. Brown, H. P. Griscom, E. Kancler, C. J. Wigtil, Donna L. Sundre
Closing The Loop: Involving Faculty In The Assessment Of Scientific And Quantitative Reasoning Skills Of Biology Majors, C. A. Hurney, J. Brown, H. P. Griscom, E. Kancler, C. J. Wigtil, Donna L. Sundre
Donna L. Sundre
No abstract provided.
What Do I Do With The Data Now?: Analyzing Assessment Information For Accountability And Improvement, S. Pieper, K. Fulcher, Donna L. Sundre, T. D. Erwin
What Do I Do With The Data Now?: Analyzing Assessment Information For Accountability And Improvement, S. Pieper, K. Fulcher, Donna L. Sundre, T. D. Erwin
Donna L. Sundre
Most colleges and universities have implemented an assessment program of some kind in an effort to respond to calls for accountability from stakeholders as well as to continuously improve student learn- ing on their campuses. While institutions administer assessment instruments to students and receive reports, many campuses do not reap the maximum benefits from their assessment efforts. Oftentimes, this is because the data have not been analyzed in a way that answers questions that are important to the institution or other stakeholders. This paper describes four useful analytical strategies that focus on the following key educational research questions: (a) Differences: …
The Student Opinion Scale (Sos): A Measure Of Examinee Motivation: Test Manual, Donna L. Sundre, A. D. Thelk
The Student Opinion Scale (Sos): A Measure Of Examinee Motivation: Test Manual, Donna L. Sundre, A. D. Thelk
Donna L. Sundre
No abstract provided.
A Pathway For An Institution-Wide Assessment Program: Are We There?, Donna L. Sundre
A Pathway For An Institution-Wide Assessment Program: Are We There?, Donna L. Sundre
Donna L. Sundre
No abstract provided.
Communication, Communication, Communication: Connecting Assessment To Enhancing Student Learning, Donna L. Sundre
Communication, Communication, Communication: Connecting Assessment To Enhancing Student Learning, Donna L. Sundre
Donna L. Sundre
No abstract provided.
Standard Setting: A Systematic Approach To Interpreting Student Learning, C. L. Demars, Donna L. Sundre, S. L. Wise
Standard Setting: A Systematic Approach To Interpreting Student Learning, C. L. Demars, Donna L. Sundre, S. L. Wise
Donna L. Sundre
No abstract provided.