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- Data-driven approaches (1)
- Ethical reasoning education (1)
- Examinee motivation (1)
- Higher education assessment (1)
- Implementation fidelity (1)
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- Integrated approaches (1)
- Item response theory (1)
- Latent Class Analysis (1)
- Missing data (1)
- Mixture model (1)
- Modified Angoff (1)
- Motivation (1)
- Multiple imputation (1)
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- Planned missingness (1)
- Standard setting (1)
- Student learning improvement (1)
- Testing (1)
- The Madison Collaborative (1)
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Articles 1 - 4 of 4
Full-Text Articles in Psychology
Integrating Implementation Fidelity And Learning Improvement To Enhance Students’ Ethical Reasoning Abilities, Kristen L. Smith
Integrating Implementation Fidelity And Learning Improvement To Enhance Students’ Ethical Reasoning Abilities, Kristen L. Smith
Dissertations, 2014-2019
Examples of demonstrable student learning improvement in higher education are rare (Banta, Jones, & Black, 2009; Banta & Blaich, 2011). Perhaps because outcomes assessment practices are disconnected from pedagogy, curriculum, and learning improvement. Through partnership with the Madison Collaborative, the current study aimed to bridge this disconnect. Specifically, researchers applied implementation fidelity methodologies (O’Donnell, 2008) to an academic program, under the guiding framework of the Simple Model for Learning Improvement (Fulcher, Good, Coleman, & Smith, 2014). In doing so, researchers helped faculty create and elucidate an ethical reasoning educational intervention and accompanying fidelity checklist. Both were well-aligned with a University-level …
You Only Live Up To The Standards You Set: An Evaluation Of Different Approaches To Standard Setting, Scott N. Strickman
You Only Live Up To The Standards You Set: An Evaluation Of Different Approaches To Standard Setting, Scott N. Strickman
Dissertations, 2014-2019
Interpretation of performance in reference to a standard can provide nuanced, finely-tuned information regarding examinee abilities beyond that of just a total score. However, there is a multitude of ways to set performance standards yet little guidance regarding which method operates best and under what circumstances. Traditional methods are the most common approach adopted in practice and heavily involve subject matter experts (SMEs). Two other approaches have been suggested in the literature as alternative ways to set performance standards, although they have yet to be implemented in practice. Data-driven approaches do not involve SMEs but rather rely solely upon statistical …
The Effects Of A Planned Missingness Design On Examinee Motivation And Psychometric Quality, Matthew S. Swain
The Effects Of A Planned Missingness Design On Examinee Motivation And Psychometric Quality, Matthew S. Swain
Dissertations, 2014-2019
Assessment practitioners in higher education face increasing demands to collect assessment and accountability data to make important inferences about student learning and institutional quality. The validity of these high-stakes decisions is jeopardized, particularly in low-stakes testing contexts, when examinees do not expend sufficient motivation to perform well on the test. This study introduced planned missingness as a potential solution. In planned missingness designs, data on all items are collected but each examinee only completes a subset of items, thus increasing data collection efficiency, reducing examinee burden, and potentially increasing data quality. The current scientific reasoning test served as the Long …
Extending An Irt Mixture Model To Detect Random Responders On Non-Cognitive Polytomously Scored Assessments, Mandalyn R. Swanson
Extending An Irt Mixture Model To Detect Random Responders On Non-Cognitive Polytomously Scored Assessments, Mandalyn R. Swanson
Dissertations, 2014-2019
This study represents an attempt to distinguish two classes of examinees – random responders and valid responders – on non-cognitive assessments in low-stakes testing. The majority of existing literature regarding the detection of random responders in low-stakes settings exists in regard to cognitive tests that are dichotomously scored. However, evidence suggests that random responding occurs on non-cognitive assessments, and as with cognitive measures, the data derived from such measures are used to inform practice. Thus, a threat to test score validity exists if examinees’ response selections do not accurately reflect their underlying level on the construct being assessed. As with …