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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Demonstrating Validity Evidence Of Meta-Assessment Scores Using Generalizability Theory, Chris D. Orem
Demonstrating Validity Evidence Of Meta-Assessment Scores Using Generalizability Theory, Chris D. Orem
Dissertations, 2014-2019
Meta-assessment, or the assessment of assessment, can provide meaningful information about the trustworthiness of an academic program’s assessment results (Bresciani, Gardner, & Hickmott, 2009; Palomba & Banta, 1999; Suskie, 2009). Many institutions conduct meta-assessments for their academic programs (Fulcher, Swain, & Orem, 2012), but no research exists to validate the uses of these processes’ results. This study developed the validity argument for the uses of a meta-assessment instrument at one mid-sized university in the mid-Atlantic. The meta-assessment instrument is a fourteen-element rubric that aligns with a general outcomes assessment model. Trained raters apply the rubric to annual assessment reports that …
Perceived Responsibility For Learning In College Students: A Construct Validity Study, Matthew S. Swain
Perceived Responsibility For Learning In College Students: A Construct Validity Study, Matthew S. Swain
Masters Theses, 2010-2019
Responsibility for learning is an important, foundational construct for students in higher education. Because of its importance, higher education officials often design programs to inform students of their academic responsibilities. In order to assess these programs, a valid measure of responsibility for learning must be selected. In order to assess program effectiveness, measurement specialists collect validity evidence to support score interpretations. The current study focuses on the validity evidence of the Perceived Responsibility for Learning (PRL) scale. Benson’s (1998) framework for construct validation was used to examine current validity evidence and direct the study. Competing factor structures of the PRL …
Gathering Validity Evidence For The Community Service-Learning Assessment Test (Csat), Tanja N. Waugh
Gathering Validity Evidence For The Community Service-Learning Assessment Test (Csat), Tanja N. Waugh
Masters Theses, 2010-2019
Service-learning grew out of the philosophy that effective education should be experiential in nature (Giles & Eyler, 1994b). Alternative Break programs are steeped in this philosophy. Participation in many Alternative Break programs involves the immersion of students in a week-long service trip during academic breaks. Measurement of student learning outcomes is important in determining the effectiveness of these experiential programs. The purpose of this study was to evaluate the psychometric properties of the Community Service-learning Assessment Test (CSAT) and to gather construct validity evidence for the CSAT’s five sub-scales: civic action, interpersonal problem-solving, social justice, interpersonal relationships, and personal competency. …