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Measuring Quality Standards, Assessment Practices, And Outcomes/Effectiveness Of Competency-Based Education (Cbe) Using Mixed Methods Research To Determine Cbe’S Vitality, Elizabeth Giddens
Measuring Quality Standards, Assessment Practices, And Outcomes/Effectiveness Of Competency-Based Education (Cbe) Using Mixed Methods Research To Determine Cbe’S Vitality, Elizabeth Giddens
Dissertations
Competency-based education (CBE) has been around since the late 1800s but has recently served as a revamped pedagogy designed to respond to some of higher education’s most pressing issues today: low degree attainment and problems of equity; lack of alignment between education and the job market; low and slow graduation rates; high tuition; and poor academic quality. Despite the promises of CBE to resolve these issues, the approach to learning lacks much empirical data. The researcher provided a summary of current research on CBE and identified gaps in the literature. Three gaps were identified including why CBE had failed in …
Assessment Of Student Knowledge Of The Weak And Strong Nuclear Forces, Pramila Shakya
Assessment Of Student Knowledge Of The Weak And Strong Nuclear Forces, Pramila Shakya
Dissertations
The purpose of this study was to determine if the use of active-learning activities to teach weak force and strong force to students enrolled in various courses at The University of Southern Mississippi, Hattiesburg campus and Gulf Park campus at different class times would increase their knowledge. There were eighty-six students that took part in this study. The study was conducted in the lab classes of an introductory astronomy survey course (AST 111), an introductory algebra-based physics course (PHY 112), and an introductory calculus-based physics course (PHY 202) during fall semester 2014. Each class was randomly assigned as active-learning or …
Criterion-Referenced Assessment Literacy Of Educators, James David King
Criterion-Referenced Assessment Literacy Of Educators, James David King
Dissertations
This study investigated the assessment literacy of educators in regard to criterion-referenced tests. For the purpose of this study, administrators included principals and assistant principals within a school. First, the study determined the degree of training in measurement, assessment, and statistics that educators have received. Second, the study investigated the assessment knowledge of educators based on their performance on the Criterion-Referenced Questionnaire. Third, the study investigated if years experience, type of certification, or highest degree held had a significant difference on their performance on the Criterion-Referenced Questionnaire. Fourth, the study investigated educators’ attitudes toward the use of measurement, assessment, and …