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Educational Assessment, Evaluation, and Research

University of Kentucky

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Full-Text Articles in Education

Choice Without Inclusion?: Comparing The Intensity Of Racial Segregation In Charters And Public Schools At The Local, State And National Levels, Julian Vasquez Heilig, T. Jameson Brewer, Yohuru Williams Sep 2019

Choice Without Inclusion?: Comparing The Intensity Of Racial Segregation In Charters And Public Schools At The Local, State And National Levels, Julian Vasquez Heilig, T. Jameson Brewer, Yohuru Williams

Educational Policy Studies and Evaluation Faculty Publications

We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethnoracial demographics. A majority of states have at least half of Blacks and a third of ...


A Multi-Institutional Analysis Of Instructional Beliefs And Practices In Gateway Courses To The Sciences, Joseph J. Ferrare Jun 2019

A Multi-Institutional Analysis Of Instructional Beliefs And Practices In Gateway Courses To The Sciences, Joseph J. Ferrare

Educational Policy Studies and Evaluation Faculty Publications

This paper builds on previous studies of instructional practice in science, technology, engineering, and mathematics courses by reporting findings from a study of the relationship between instructors’ beliefs about teaching and learning and their observed classroom practices. Data collection took place across six institutions of higher education and included in-depth interviews with 71 instructors and more than 140 hours of classroom observations using the Teaching Dimensions Observation Protocol. Thematic coding of interviews identified 31 distinct beliefs that instructors held about the ways students best learn introductory concepts and skills in these courses. Cluster analysis of the observation data suggested that ...


Opportunities For Self-Evaluation Increase Student Calibration In An Introductory Biology Course, Jennifer L. Osterhage, Ellen Usher, Trisha A. Douin, William M. Bailey Jun 2019

Opportunities For Self-Evaluation Increase Student Calibration In An Introductory Biology Course, Jennifer L. Osterhage, Ellen Usher, Trisha A. Douin, William M. Bailey

Biology Faculty Publications

Accurate self-evaluation is critical for learning. Calibration describes the relationship between learners’ perception of their performance and their actual performance on a task. Here, we describe two studies aimed at assessing and improving student calibration in a first-semester introductory biology course at a 4-year public institution. Study 1 investigated students’ (n = 310) calibration (the difference between estimated and actual exam performance) across one semester. Students were significantly miscalibrated for the first exam: their predicted scores were, on average, significantly higher than their actual scores. The lowest-performing students had the most inaccurate estimates. Calibration improved with each exam. By the final ...


A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone Dec 2018

A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone

Biology Faculty Publications

Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2 ...


Evaluating Preexisting Qualitative Research Data For Secondary Analysis, Victoria Sherif May 2018

Evaluating Preexisting Qualitative Research Data For Secondary Analysis, Victoria Sherif

Educational Leadership Studies Faculty Publications

In this article, I explore the nature of secondary analysis and provide a brief history of the method. Qualitative secondary analysis is a relatively under-used method in education and the social sciences, often due to the lack of easily accessible, relevant, trustworthy, and complete data. I address some of the potentials and limitations that influence its use and explore criteria for assessing the quality and sufficiency of preexisting qualitative research data. Qualitative secondary analysis has important implications for qualitative researchers, students and practitioners interested in generating new knowledge via unobtrusive, reliable, valid, and time/cost effective research through the wider ...


School Choice In Indianapolis: Effects Of Charter, Magnet, Private, And Traditional Public Schools, Mark Borends, R. Joseph Waddington Apr 2018

School Choice In Indianapolis: Effects Of Charter, Magnet, Private, And Traditional Public Schools, Mark Borends, R. Joseph Waddington

Educational Policy Studies and Evaluation Faculty Publications

School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3–8) in Indianapolis, using student fixed effects models to estimate the impacts of students switching from a traditional public school to a charter, magnet, Catholic, or other private school. We find that students experience no differences in their achievement gains after transferring from a traditional public school to ...


Dental Students' Skills Assessments: Comparisons Of Daily Clinical Grades And Clinical And Laboratory Assessments, Elizangela Bertoli, Kristy Pepper Lawson, Susan S. Bishop Apr 2018

Dental Students' Skills Assessments: Comparisons Of Daily Clinical Grades And Clinical And Laboratory Assessments, Elizangela Bertoli, Kristy Pepper Lawson, Susan S. Bishop

Oral Health Practice Faculty Publications

The aim of this study was to compare the daily clinical grades of third-year dental students during routine clinical activities involving direct and indirect operative procedures to clinical and laboratory assessments. The authors compared students’ daily clinical grades to graded clinical assessments and compared daily clinical grades to laboratory assessments at one U.S. dental school. A total of 50 third-year students (participation rate: 98%) participated in this study during the school year of 2014–15. The study analyzed the students’ daily clinical grades and graded assessments during regular clinical activities and two laboratory examinations. The results found no statistically ...


Analysis Of Campus Accessibility At The University Of Kentucky, Molly Mathistad Jan 2018

Analysis Of Campus Accessibility At The University Of Kentucky, Molly Mathistad

Lewis Honors College Capstone Collection

The paper reviews the accessibility satisfaction ratings and suggestions provided by University of Kentucky (UK) students who live with disabilities. A detailed survey was distributed to all students registered with the UK Disability Resource Center (DRC), inquiring about individual satisfaction with campus aspects such as the DRC, utilized accommodations, campus environment, student and faculty sensitivity, and the potential benefit of accommodation space(s) around campus. Participants listed dozens of potential solutions to problems which they and others face on campus daily, all of which are detailed in results sections of the paper. The most commonly mentioned issues included faculty sensitivity ...


[Review Of] Pedagogues And Protesters: The Harvard College Student Diary Of Stephen Peabody, 1767-1768. Edited By Conrad Edick Wright., John R. Thelin Sep 2017

[Review Of] Pedagogues And Protesters: The Harvard College Student Diary Of Stephen Peabody, 1767-1768. Edited By Conrad Edick Wright., John R. Thelin

Educational Policy Studies and Evaluation Faculty Publications

No abstract provided.


A Century Of Grading Research: Meaning And Value In The Most Common Educational Measure, Susan M. Brookhart, Thomas R. Guskey, Alex J. Bowers, James H. Mcmillan, Jeffrey K. Smith, Lisa F. Smith, Michael T. Stevens, Megan E. Welsh Dec 2016

A Century Of Grading Research: Meaning And Value In The Most Common Educational Measure, Susan M. Brookhart, Thomas R. Guskey, Alex J. Bowers, James H. Mcmillan, Jeffrey K. Smith, Lisa F. Smith, Michael T. Stevens, Megan E. Welsh

Educational, School, and Counseling Psychology Faculty Publications

Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers’ grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey ...


Setting A Standard For Chemistry Education In The Next Generation: A Retrosynthetic Analysis, Gregory T. Rushton, Andrew Dewar, Herman E. Ray, Brett A. Criswell, Lisa Shah Oct 2016

Setting A Standard For Chemistry Education In The Next Generation: A Retrosynthetic Analysis, Gregory T. Rushton, Andrew Dewar, Herman E. Ray, Brett A. Criswell, Lisa Shah

Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications

A diverse and highly qualified chemistry teaching workforce is critical for preparing equally diverse, qualified STEM professionals. Here, we analyze National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS) data to provide a demographic comparison of the U.S. secondary chemistry teaching population in high-needs and non-high-needs public schools as well as private schools during the 2011–2012 academic year. Our analysis reveals that the chemistry teaching workforce is predominantly white and significantly lacks in-field degrees or certification across school types, though high-needs and private schools are most affected by this lack of teacher qualification. Given these results ...


Has The Elite Foundation Agenda Spread Beyond The Gates? An Organizational Network Analysis Of Nonmajor Philanthropic Giving In K-12 Education, Joseph J. Ferrare, Katherine Reynolds Oct 2016

Has The Elite Foundation Agenda Spread Beyond The Gates? An Organizational Network Analysis Of Nonmajor Philanthropic Giving In K-12 Education, Joseph J. Ferrare, Katherine Reynolds

Educational Policy Studies and Evaluation Faculty Publications

Previous research focusing on major philanthropic foundations suggests that these actors have collectively converged around a set of jurisdictional challengers promoting market-based education reforms. Using correspondence analysis, network analysis, and geographic information science, this article empirically tests whether this convergence has permeated to less prominent foundations and their grantees, or if these foundations are pursuing alternative organizational strategies to shape K–12 outcomes. The analysis draws from a sample of 15 nonmajor foundations and their 1,069 grantees serving some aspect of K–12 education in 2010. We find that nonmajor foundations have adopted some elements of major foundations’ organizational ...


Intergenerational Education Mobility Trends By Race And Gender In The United States, Joseph J. Ferrare Oct 2016

Intergenerational Education Mobility Trends By Race And Gender In The United States, Joseph J. Ferrare

Educational Policy Studies and Evaluation Faculty Publications

Researchers have examined racial and gender patterns of intergenerational education mobility, but less attention has been given to the ways that race and gender interact to further shape these relationships. Based on data from the General Social Survey, this study examined the trajectories of education mobility among Blacks and Whites by gender over the past century. Ordinary least squares and logistic regression models revealed three noteworthy patterns. First, Black men and women have closed substantial gaps with their White counterparts in intergenerational education mobility. At relatively low levels of parental education, these gains have been experienced equally among Black men ...


Pre-Assessment: Promises And Cautions, Thomas R. Guskey, Jay Mctighe Apr 2016

Pre-Assessment: Promises And Cautions, Thomas R. Guskey, Jay Mctighe

Educational, School, and Counseling Psychology Faculty Publications

To ensure that pre-assessment is worth the time and effort, keep these principles in mind.


Grading: Why You Should Trust Your Judgment, Thomas R. Guskey, Lee Ann Jung Apr 2016

Grading: Why You Should Trust Your Judgment, Thomas R. Guskey, Lee Ann Jung

Educational, School, and Counseling Psychology Faculty Publications

Although computerized grading programs have advantages, teachers’ judgment has been shown to be more reliable.


Do College Rankings Matter? Examining The Influence Of “America’S Best Black Colleges” On Hbcu Undergraduate Admissions, Willis A. Jones Dec 2015

Do College Rankings Matter? Examining The Influence Of “America’S Best Black Colleges” On Hbcu Undergraduate Admissions, Willis A. Jones

Educational Policy Studies and Evaluation Faculty Publications

College rankings have become a ubiquitous part of American higher education. As the popularity of rankings has increased, so have the number of research studies attempting to better understand the impact rankings have on college/university admissions outcomes. In the past, these studies have focused almost exclusively on elite national universities and liberal arts colleges. This study broadens research in this area by examining how the introduction of U.S. News and World Report’s “America’s Best Black Colleges” section influenced undergraduate admissions among historically black colleges and universities (HBCUs). The findings suggest that college rankings have little correlation ...


Planning Professional Learning, Thomas R. Guskey May 2014

Planning Professional Learning, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

With backward planning, schools can ensure that they choose professional development activities aligned with their most important goals.


A Holistic Review Of The Medical School Admission Process: Examining Correlates Of Academic Underperformance, Terry D. Stratton, Carol L. Elam Apr 2014

A Holistic Review Of The Medical School Admission Process: Examining Correlates Of Academic Underperformance, Terry D. Stratton, Carol L. Elam

Behavioral Science Faculty Publications

Background : Despite medical school admission committees' best efforts, a handful of seemingly capable students invariably struggle during their first year of study. Yet, even as entrance criteria continue to broaden beyond cognitive qualifications, attention inevitably reverts back to such factors when seeking to understand these phenomena. Using a host of applicant, admission, and post-admission variables, the purpose of this inductive study, then, was to identify a constellation of student characteristics that, taken collectively, would be predictive of students at-risk of underperforming during the first year of medical school. In it, we hypothesize that a wider range of factors than previously ...


The Perils Of Prescribed Grade Distributions: What Every Medical Educator Should Know, Kenneth D. Royal, Thomas R. Guskey Jan 2014

The Perils Of Prescribed Grade Distributions: What Every Medical Educator Should Know, Kenneth D. Royal, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

A common practice in medical education is to create a prescribed distribution of grades or ratings so that only a certain percentage of students receive the highest marks. This approach typically is employed to curb grade inflation and as a means to help faculty distinguish outstanding performers. Despite the well-intentioned reasoning for using prescribed grade distributions, a number of associated problems and probable consequences may result from this practice. Thus, the purpose of this article was to discuss the assumptions underlying this potentially unwise practice, the defensibility of this evaluation practice in the high-stakes arena of medical education, and the ...


In Search Of A Useful Definition Of Mastery, Thomas R. Guskey, Eric M. Anderman Dec 2013

In Search Of A Useful Definition Of Mastery, Thomas R. Guskey, Eric M. Anderman

Educational, School, and Counseling Psychology Faculty Publications

What way of thinking about mastery will most effectively guide curriculum and instruction?


The Case Against Percentage Grades, Thomas R. Guskey Sep 2013

The Case Against Percentage Grades, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

It’s time to abandon grading scales that distort the accuracy, objectivity, and reliability of students’ grades.


Bctcblue+ Program: A Joint Enrollment/Joint Admissions Program Supporting Transfer Student Success At The University Of Kentucky, Randolph Hollingsworth Jun 2012

Bctcblue+ Program: A Joint Enrollment/Joint Admissions Program Supporting Transfer Student Success At The University Of Kentucky, Randolph Hollingsworth

Undergraduate Education White Papers

This paper outlines the purpose and goals of the BCTCblue+ Program, its impact on student success and how it relates to the University of Kentucky’s mission. The findings from the review of the Program show that it supports a more intentional admissions and transfer process for incoming UK students. In addition, the Program addresses a critical role in transitioning UK’s reverse transfer population back into a baccalaureate degree program for successful graduation.


Five Obstacles To Grading Reform, Thomas R. Guskey Nov 2011

Five Obstacles To Grading Reform, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

Education leaders must recognize obstacles to grading reform that are rooted in tradition—and then meet them head on.


First-Generation College Students At The University Of Kentucky, Michael Peabody, Neal H. Hutchens, Wayne D. Lewis, Matthew Deffendall Jan 2011

First-Generation College Students At The University Of Kentucky, Michael Peabody, Neal H. Hutchens, Wayne D. Lewis, Matthew Deffendall

Policy Analysis Center for Kentucky Education White Papers

First-generation college students (FGCS) have been shown to graduate at lower rates than their continuing-generation counterparts even after controlling for other variables. We will attempt to examine the characteristics of FGCS and determine initiatives the University of Kentucky might enact in order to increase the graduation rates for this segment of the student population. In doing so we will discuss “promising practices” in student retention, examine programs designated by UK’s Top-20 plan as benchmark institutions, and submit a series of recommendations to better serve FGCS at the University of Kentucky.


A Profile On First-Generation College Students At The University Of Kentucky: A Focus On Retention Efforts, Matthew Deffendall, Nichole Knutson, David Sacks Jan 2011

A Profile On First-Generation College Students At The University Of Kentucky: A Focus On Retention Efforts, Matthew Deffendall, Nichole Knutson, David Sacks

Undergraduate Education White Papers

This paper provides an overview of the first-generation college student (FGCS) profile at the University of Kentucky. This paper then compares the FGCS population at the University of Kentucky to the general student population at the university, specifically focusing on levels of degree attainment. In addition, the national literature on FGCS is discussed. Based upon national literature and institutional data, the authors provide practical suggestions on how to best serve FGCS at the University of Kentucky.


Lessons Of Mastery Learning, Thomas R. Guskey Oct 2010

Lessons Of Mastery Learning, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

The core elements of mastery learning provide the foundation for other innovative models, including Response to Intervention.


Grading Exceptional Learners, Lee Ann Jung, Thomas R. Guskey Feb 2010

Grading Exceptional Learners, Lee Ann Jung, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

This five-step model provides fair and accurate grades for students with disabilities and English language learners.


Status Of Credit For Prior Learning (Cpl) At The University Of Kentucky For 2008 & 2009 Official Cohorts, Randolph Hollingsworth Jan 2010

Status Of Credit For Prior Learning (Cpl) At The University Of Kentucky For 2008 & 2009 Official Cohorts, Randolph Hollingsworth

Undergraduate Education White Papers

This paper explores the college readiness levels of University of Kentucky's incoming first-year students, especially in preparation for success in UK's STEM majors. Attention is paid to the statewide standards using ACT sub-scores in English, Reading and Mathematics, as well as the students’ scores from nationally recognized assessments (e.g., Advanced Placement scores). Evidence regarding a significant number of our entering cohorts for 2008 and 2009 (first time first-year, full-time, degree-seeking) who bring in credit for prior learning (CPL) is examined, and the paper discusses briefly how CPL affects their placement in their fall semester courses.


University Of Kentucky Adult Learning Focused Institution (Alfi) Task Force: Findings And Recommendations, Randolph Hollingsworth May 2009

University Of Kentucky Adult Learning Focused Institution (Alfi) Task Force: Findings And Recommendations, Randolph Hollingsworth

Undergraduate Education White Papers

This report to Provost Kumble Subbaswamy details the wide-ranging work over two years of the UK Adult Learning Focused Institution (ALFI) Task Force. The findings in sum assert that the undergraduate population at the University is primarily of a traditional age and that little explicit attention is given to adult learners in UK's stated policies or procedures. The recommendations are that by becoming more "adult friendly" the University could also provide more flexibility and promise for success to all its students.


University Of Kentucky Early Alert System Outcomes Fall 2007, Randolph Hollingsworth Feb 2008

University Of Kentucky Early Alert System Outcomes Fall 2007, Randolph Hollingsworth

Undergraduate Education White Papers

Assessment of the first semester's results from the University of Kentucky's Early Alert System implemented as part of Provost Subbaswamy's War on Attrition 2007.