Education Commons^™

The Gaise College Report: The American Statistical Association Meets Sound Pedagogy In Central Virginia, Beverly Wood

Beverly Wood

Research in undergraduate statistics education often centers on the introductory course required for a large percentage of college students. While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses in various academic departments to provide explicit evidence for this assumption. The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College …

Guidelines For Assessment And Instruction In Statistics Education (Gaise) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, Beverly Wood

Beverly Wood

In 2005 the American Statistical Association (ASA) endorsed the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. This report has had a profound impact on the teaching of introductory statistics in two- and four-year institutions, and the six recommendations put forward in the report have stood the test of time. Much has happened within the statistics education community and beyond in the intervening 10 years, making it critical to re-evaluate and update this important report. For readers who are unfamiliar with the original GAISE College Report or who are new to the statistics education community, the full …

Breaking The Language Barrier: Equitable Assessment In General Chemistry, Eshani Lee

UNLV Theses, Dissertations, Professional Papers, and Capstones

Because language provides the framework through which knowledge is constructed, it is crucial to consider the ways in which students with limited English proficiencies are able to express their understanding. English language learners (ELLs) make up a significant portion of the student body in the education system and represent many ethnic and racial minorities in STEM (Science, Technology, Engineering & Mathematics) fields (Burke & Mattis, 2007). Despite the national push to build a more diversified, STEM-ready workforce, there is little research that considers the way ELLs are assessed in STEM courses at the postsecondary level. Literature reports that science tests …

Towards A Context Agnostic Platform For Design And Assessment Of Educational Games, Tyler Baron, Corey Heath, Ashish Amresh

Ashish Amresh

The majority of the games designed for improving, acquiring or transferring knowledge rely heavily on building game mechanics that are grounded deeply in the content or subject matter being taught. There is a growing need for educational practitioners and pedagogical experts to have the ability to easily map learning outcomes by choosing from a pallet of functioning game mechanics without having the need to redesign them from scratch. In this paper, we present the current state of the art in context agnostic design and assessment of educational games, and propose three strategies that educators can take advantage of during the …

Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis

Faculty Publications

In response to the need for examples of test validation from which everyday language programs can benefit, this paper reports on a study that used Bachman’s (2005) assessment use argument (AUA) framework to examine evidence to support claims made about the intended interpretations and uses of scores based on a new web-based Spanish language placement test. The test, which consisted of 100 items distributed across five item types (sound discrimination, grammar, listening comprehension, reading comprehension, and vocabulary), was tested with 2,201 incoming first-year and transfer students at a large, Midwestern public university. Analyses of internal consistency and validity revealed the …

Automated Optical Mark Recognition Scoring System For Multiple-Choice Questions, Murtadha Alomran

Theses: Doctorates and Masters

Multiple-choice questions are one of the questions commonly used in assessments. It is widely used because this type of examination can be an effective and reliable way to examine the level of student’s knowledge. So far, this type of examination can either be marked by hand or with specialised answer sheets and scanning equipment. There are specialised answer sheets and scanning equipment to mark multiple-choice questions automatically. However, these are expensive, specialised and restrictive answer sheets and optical mark recognition scanners.

This research aims to design and implement a multiple-choice answer sheet and a reliable image processing-based scoring system that …