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Educational Assessment, Evaluation, and Research

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Full-Text Articles in Education

Interview Of Kevin J. Harty, Ph.D., Kevin J. Harty Ph.D., Meghan Skiles Apr 2019

Interview Of Kevin J. Harty, Ph.D., Kevin J. Harty Ph.D., Meghan Skiles

All Oral Histories

Dr. Kevin J. Harty was born in Brooklyn, New York in 1948. He grew up in Brooklyn until his family moved to Chicago when he was about twelve years old. His father worked for the telephone company, which spurred the family’s move to Chicago, and his mother stayed home and cared for the family. Dr. Harty attended high school in the suburbs of Chicago, graduating when he was fifteen and a half years old. Between high school and college, he worked for a year in a department store, and briefly considered going into the fashion industry. He attended Marquette ...


Developing A Rubric To Assess Critical Thinking In A Multidisciplinary Context In Higher Education, Sadia Muzaffar Bhutta, Sahreen Chauhan, Syeda Kausar Ali, Raisa Gul, Shanaz Cassum, Tashmin Khamis Apr 2019

Developing A Rubric To Assess Critical Thinking In A Multidisciplinary Context In Higher Education, Sadia Muzaffar Bhutta, Sahreen Chauhan, Syeda Kausar Ali, Raisa Gul, Shanaz Cassum, Tashmin Khamis

Institute for Educational Development, Karachi

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group ...


Veteran Transition From Combat To Campus: A Mixed-Methods Study, Joanna R. Jones Apr 2019

Veteran Transition From Combat To Campus: A Mixed-Methods Study, Joanna R. Jones

Dissertations

The current research was carried out to investigate the overall satisfaction and benefits concerning student veteran programs at a public university located in southcentral Kentucky and the possible correlation of effectiveness within the supportive transitioning assistance programs for student veterans. The study included survey(s) distributions to administrators of veteran programs and student veterans.

The descriptive investigative study involved both aspects of quantitative and qualitative design, hence categorizing the study as mixed-methods. Descriptive research design is considered a scientific method which involves observing and/or describing behavior regarding the subject without influencing it in any way. Surveys were used during ...


Technology, Professional Development, And Student Achievement: Using The Tell Survey In A Study Of Low Socioeconomic Schools In Kentucky, Holly Mcleod Ross Apr 2019

Technology, Professional Development, And Student Achievement: Using The Tell Survey In A Study Of Low Socioeconomic Schools In Kentucky, Holly Mcleod Ross

Dissertations

In order to compare the accessibility, need, and extent of professional development, technology, and its relationship to low socioeconomic (SES) schools and achievement, data were accessed from the Kentucky Department of Education, Division of School and Community Nutrition Qualifying Data Report to identify schools with a greater than 50% free and reduced lunch rate. Data also came from the TELL Kentucky survey instrument results specific to questions related to professional development and technology. Kentucky Performance Rating for Educational Progress (KPREP) school rankings were also utilized to determine the highest and lowest ranked schools among those with greater than 50% free ...


2019 Spring Nutshell, Morehead State University. Institutional Research & Analysis. Apr 2019

2019 Spring Nutshell, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archives

Spring 2019 issue of the Nutshell.


Who Can Excel In Mathematics?, Marla A. Sole Apr 2019

Who Can Excel In Mathematics?, Marla A. Sole

Publications and Research

Students may erroneously believe that mathematics ability is largely innate and fixed (Kimball and Smith 2013). The evidence seems to support these mistaken beliefs. Women and minorities score lower on the mathematics section of the SAT (College Board 2017). When assessing students’ mathematics college readiness, a larger percentage of women, African Americans, and Hispanics fell below the benchmark (ACT 2017); and, in general, in science, engineering, math, and technology (STEM) fields, the gender and racial gaps in interest, performance, and degrees awarded have not closed (Neuhauser 2015). Persistent performance gaps can serve to reinforce students’ mistaken belief that women and ...


"Study Of Access And Outcomes From Advanced Computer Science Coursework In The Chicago Public Schools'' Poster In Structured Poster Session Cs For All: An Intersectional Approach To Unpacking Equity In Computer Science Education, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Lucia Dettori, Andrew M. Rasmussen, Erica Wheeler, Ronald Greenberg Apr 2019

"Study Of Access And Outcomes From Advanced Computer Science Coursework In The Chicago Public Schools'' Poster In Structured Poster Session Cs For All: An Intersectional Approach To Unpacking Equity In Computer Science Education, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Lucia Dettori, Andrew M. Rasmussen, Erica Wheeler, Ronald Greenberg

Computer Science: Faculty Publications and Other Works

The Chicago Public Schools (CPS) has taken a unique approach to broadening participation of low-income students, students of color, and girls by establishing Computer Science (CS) as a high school graduation requirement. This policy ensures that all CPS high school students will take a CS course, starting with the class of 2020. However, equity is more than just access. We define equity as equivalence in both the quality and outcomes of CS experiences. Exploring Computer Science (ECS) is the foundational course that fulfills the CPS requirement. Through ECS professional development, the number of qualified ECS teachers has grown. Two years ...


Enrollment Profile Report Spring 2019, Uno Office Of Institutional Effectiveness Apr 2019

Enrollment Profile Report Spring 2019, Uno Office Of Institutional Effectiveness

Enrollment Reports

This Enrollment Statistical Summary provides delivery and administrative-site information on enrollment headcount and student credit hours. Delivery site reporting counts all students, including those in UNL programs delivered at UNO, but excludes UNO programs only (including the CPACS program delivered in Lincoln).

The purpose of this summary is to provide the undergraduate and graduate enrollments and student credit hour information by college of equivalent academic unit, class, gender and ethnicity. A glossary at the end of the report provides a list of definitions for headings and categories found in the report.


The Impact Of The Success For All Classroom Model On School Climate And Teacher Satisfaction, Amy Lynn Chesnut Apr 2019

The Impact Of The Success For All Classroom Model On School Climate And Teacher Satisfaction, Amy Lynn Chesnut

Doctoral Dissertations and Projects

Providing quality education for students in disadvantaged communities has been at the forefront of educational research for decades. These schools struggle each year with budgets that fail to meet the needs of the school, low teacher and student morale, and low teacher retention. Success for All has been identified as an effective program to increase literacy skills and standardized test scores for disadvantaged children. The purpose of this quasi-experimental static-group comparison study was to investigate the impact of Success for All on teacher satisfaction and school climate in low performing schools. Teacher satisfaction and school climate have an instrumental, positive ...


Club Athletics And Academic Success, Haydn Vandenberg Apr 2019

Club Athletics And Academic Success, Haydn Vandenberg

Honors Projects

The goal of this research is to examine the relationship between club athletics and academic success at GVSU, focusing specifically on how scholarship of club athletes can be improved.


Feeling Safe At School – What Does The Research Say?, Sue Thomson Mar 2019

Feeling Safe At School – What Does The Research Say?, Sue Thomson

Teacher columnist- Sue Thomson

Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. However, when we see reports of school shootings and large-scale violence in school communities in other countries, we are reminded that this is not universal. On a more day-to-day level, bullying, and cyberbullying in particular, can significantly influence students’ perceptions of school safety. However, the ramifications of bullying on students’ levels of stress and wellbeing are not always considered as elements of school climate.


Continuous Improvement In Academic Affairs, Jen Wells Mar 2019

Continuous Improvement In Academic Affairs, Jen Wells

Assessment in Action Conference

As faculty, we are asked to focus on teaching, research, and service; how we manage our work is often pre-determined by how we allocate time to these three elements. With that, the question is where assessment and continuous improvement fit. This presentation will offer a model of continuous improvement and ideas on how it can be integrated in your current work and not as a check the box exercise. We will also review how assessment can be scaffolded and implemented at the graduate level.


Writing & Connecting Learning Outcomes Across The Co-Curricular Environment, Marilyn Duke, Ciji Heiser, Anthony Helms Mar 2019

Writing & Connecting Learning Outcomes Across The Co-Curricular Environment, Marilyn Duke, Ciji Heiser, Anthony Helms

Assessment in Action Conference

This session focuses on the two primary areas of writing learning outcomes and then connecting outcomes to a co-curricular map. In the first part of the session, participants will work through a learning outcomes model to draft new outcomes or revisit existing outcomes and receive feedback from peers and session facilitators. In the second part of the workshop, the discussion will shift to how to connect learning outcomes across multiple programs and services to develop co-curricular maps. Outcome maps help staff identify areas of strength in student learning outcomes and gaps in outcome development. Participants will have the opportunity to ...


What's Your Assessment - Why?, Jen Wells Mar 2019

What's Your Assessment - Why?, Jen Wells

Assessment in Action Conference

Accountability. Accreditation. Resources. Student Success. Student Learning. Student Development. External Factors. Program Review. All of these terms and more are associated with assessment. In this keynote, I want to go back to the why! Why is this important? Why should we do this? What is the why of assessment and how do our own experiences translate and transfer into the concept of continuous improvement.


2019 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies Mar 2019

2019 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule and session descriptions from the 10th Annual WMU Assessment in Action Conference held on March 15, 2019. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and learner supports units.


Curriculum Mapping As A Path For Success, Susan L. Caulfield, David Paul, Cynthia Visscher Mar 2019

Curriculum Mapping As A Path For Success, Susan L. Caulfield, David Paul, Cynthia Visscher

Assessment in Action Conference

This workshop engages participants in a conversation about their knowledge and experience with curriculum mapping. Examples of curriculum mapping are provided, along with assessment outcomes related to such mapping. Participants will be asked to articulate a class or program-level outcome and workshop facilitators will be able to assist with the definition and creation of outcomes. Such outcomes will then be related back to curriculum mapping. Participants will leave with two different examples of curriculum mapping, as well as some experience in engaging the process of curriculum mapping.


Continuous Improvement In Student Affairs, Jen Wells Mar 2019

Continuous Improvement In Student Affairs, Jen Wells

Assessment in Action Conference

Imagine booking a trip but never getting on the plane, or buying a movie ticket but never walking into the theater. Or what if you fully planned a program, but you never executed it? Barring environmental or extraneous factors, it’s hard to imagine not following through in these scenarios. Now, think about learning valuable information through an assessment project, but never using it. This should be equally unfathomable. The data collected in our assessments should be meaningful by informing our work and helping us continually improve. This presentation offers strategies on how to make data-informed decisions, demonstrate why this ...


Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang Mar 2019

Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang

Assessment Fellows Grant

The goal of this project is to evaluate the applicability and efficacy of a collaborative learning environment for high voltage (HV) engineering education. This environment is based on the interaction of two pedagogical approaches: computer simulation and experimental/laboratory work. Two courses on HV engineering were offered in parallel in the Fall 2018 semester – one taught at Western Michigan University focusing on computer simulation and the other one taught at Mississippi State University focusing on experimental/laboratory work.


Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban Mar 2019

Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban

Assessment Fellows Grant

The Office of Student Transitions embarked upon its second pilot year of implementing Gallup's CliftonStrengths for Students into First-Year Seminar (FYS) courses. Strengths development focuses on improving self-awareness and well-being, giving students a tool to understand how to leverage their natural talents for success. Nearly half of the FYS instructors chose to integrate Strengths activities and development into their courses. Final data indicated an increase in self-awareness, confidence, and affirmation of major/career choices. Nearly 89% of pilot students said that Strengths should be implemented in all FYS courses.


Assessing Creative Growth In The Frostic School Of Art, William Charland Mar 2019

Assessing Creative Growth In The Frostic School Of Art, William Charland

Assessment Fellows Grant

This project examined the suitability of the Torrance Test of Creativity as a direct measure of determining growth in student creativity from matriculation to graduation among students enrolled in B.F.A. and B.A. programs across the areas of the Frostic School of Art (FSoA). Test takers were anonymous, representing an opportunity sample of incoming and outgoing student cohorts. This research project’s aim was to determine if creativity, as distinct from techniques and skills, increased between the first year and graduation among students in the FSoA.


Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker Mar 2019

Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker

Assessment Fellows Grant

The purpose of this project is to develop a holistic and sustainable assessment process for the Performance Driven Leadership electronic portfolio that is completed as part of the M.A. in Educational Leadership Higher Education and Student Affairs Leadership (HESA) concentration.


Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield Mar 2019

Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield

Assessment Fellows Grant

The aim of this project is to inform departments and schools within the College of Health and Human Services of how their faculty, in general, approach writing-related requirements with their courses. Authors adapted 3 surveys to measure faculty perceptions about writing, including faculty approaches to assigning writing, faculty comfort levels with writing and how equipped they are to assess writing. Data will be entered into SPSS for data analysis that will be used to inform needs for department and faculty support or policy development.


A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster Mar 2019

A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster

Assessment Fellows Grant

This project involves a different way of running courses and assessments, in line with a very formative philosophy on learning. Being a whole system, it involves several components working together. Topics are designed as a sequence of small natural ‘learning units’, each with specific learning objectives. The aim is for all students to eventually attain high-level ‘mastery’ of all topic objectives, given the opportunity. Structured ‘learning tasks’ occur during learning, and ‘mastery assessments’ after topic completion. Both are formative rather than summative, in that students have an opportunity to learn from feedback and try again for mastery (assessment for learning ...


Textbook Evaluation Toolkit, Christopher Mchale, Ian Mcdermott, Steven Ovadia Mar 2019

Textbook Evaluation Toolkit, Christopher Mchale, Ian Mcdermott, Steven Ovadia

Open Educational Resources

In Spring 2018, the LaGuardia Community College Library department was awarded a New York State grant to train students to evaluate textbooks. The goal of the project is to give faculty tools to help students evaluate the books being used in their classes. It is not expected that all of these tools will be used in a single class, but rather that faculty will use some of these tools to determine how textbooks are working, and not working, for their students. The seminar introduced students to the economics and politics of the textbook industry and gave them tools to evaluate ...


The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson Mar 2019

The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson

Faculty Publications - College of Education

Assessment in Pk-12 schools has always been a challenge. Measurement and comparison of students, schools, school districts and states provides accountability for all stakeholders in education. Standardized testing has become the norm, but it is overused. The Partnership for Assessment of Readiness for College and Careers is one test adopted on a large scale to measure whether students are prepared for college and career. Parents are one of the stakeholders who had had concerns about another standardized test, but they also recognize the need. A survey was conducted of parents whose children took PARCC to learn their expectations of the ...


Web-Based Student Response Systems And Peer Instruction: A Review And Case Study, Cinzia Cervato Mar 2019

Web-Based Student Response Systems And Peer Instruction: A Review And Case Study, Cinzia Cervato

Geological and Atmospheric Sciences Publications

Cooperative learning and peer instruction are well documented pedagogies that engage students in their learning process. The means to implement cooperative learning in the classroom have evolved from raised hands, colored flashcards, student response systems or “clickers”, to web-based audience response systems that work on any electronic device. This paper briefly reviews available audience response systems and presents a case study on Learning Catalytics, a system designed to enable peer instruction and implement just-in-time teaching pedagogy.


An Examination Of The Correlation Of Exploring Computer Science Course Performance And The Development Of Programming Expertise, Steven Mcgee, Ronald I. Greenberg, Randi Mcgee-Tekula, Jennifer Duck, Andrew M. Rasmussen, Lucia Dettori, Dale F. Reed Mar 2019

An Examination Of The Correlation Of Exploring Computer Science Course Performance And The Development Of Programming Expertise, Steven Mcgee, Ronald I. Greenberg, Randi Mcgee-Tekula, Jennifer Duck, Andrew M. Rasmussen, Lucia Dettori, Dale F. Reed

Computer Science: Faculty Publications and Other Works

This study investigated patterns in the development of computational thinking and programming expertise in the context of the Exploring Computer Science (ECS) program, a high school introductory CS course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. Prior research on programming expertise has identified three general areas of development --- program comprehension, program planning, and program generation. The pedagogical practices in ECS are consistent with problem solving approaches that support the development of programming expertise. The study took place in a large urban district during the 2016--17 school year with 28 ECS teachers and ...


"Chicago Alliance For Equity In Computer Science (Cafecs): Cycles Of Improvement'' Poster In Special Session: A Discussion Of Research Practice Partnerships In Cs Education, Steven Mcgee, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, Dale F. Reed, Erin Henrick Mar 2019

"Chicago Alliance For Equity In Computer Science (Cafecs): Cycles Of Improvement'' Poster In Special Session: A Discussion Of Research Practice Partnerships In Cs Education, Steven Mcgee, Lucia Dettori, Don Yanek, Andrew M. Rasmussen, Ronald I. Greenberg, Dale F. Reed, Erin Henrick

Computer Science: Faculty Publications and Other Works

CAFECS builds upon a long-term partnership between Chicago Public Schools (CPS), The Learning Partnership, Depaul University, Loyola University, and the University of Illinois Chicago. It was formed to support CPS in the enactment of it's high school CS grad requirement. This poster will describe the formation of CAFECS, how the partnership has evolved after formalizing as an RPP, its research agenda, and the process of assessing the progress of CAFECS.


Cte Administrator Self-Efficacy Survey, Michelle Conrad, David Yost, Larae Watkins, Kemaly Parr, Howard Gordon Mar 2019

Cte Administrator Self-Efficacy Survey, Michelle Conrad, David Yost, Larae Watkins, Kemaly Parr, Howard Gordon

Faculty & Staff Research and Creative Activity

This document is a supplement to an article, "A Pilot Survey of a Self-Efficacy Tool for Career and Technical Education Administrators" (2019) published in The Journal of Leadership Education, Vol. 18, Iss. 3.

The article is available at https://journalofleadershiped.org/jole_articles/a-pilot-survey-of-a-self-efficacy-tool-for-career-and-technical-education-administrators/


A Qualitative Study On Parental And Community Stakeholder Views Of The Link Between Full-Day Kindergarten And Health In Southern Nevada, Courtney Coughenour, Jennifer Pharr, Maxim Gakh Jd, Mph, Sheila Clark, Prescott Cheong Feb 2019

A Qualitative Study On Parental And Community Stakeholder Views Of The Link Between Full-Day Kindergarten And Health In Southern Nevada, Courtney Coughenour, Jennifer Pharr, Maxim Gakh Jd, Mph, Sheila Clark, Prescott Cheong

Public Health Faculty Publications

Studies show that children who attend full-day kindergarten (FDK) experience both academic and developmental benefits compared to children who attend half-day programs. Sectors outside of health, such as education, can have important intended and unintended impacts on health. The purpose of this qualitative study was to understand perceptions of parental and other stakeholders in Southern Nevada (USA) about the education–health link, and to understand priorities regarding how FDK access could affect health. Two 90-minute focus groups were conducted with 14 adult stakeholder participants representing parents, current and former teachers, and community members. Transcripts were analyzed using conventional content analysis ...