Educational Assessment, Evaluation, and Research Commons^™

The Case Of Vpl And Industry Focused Programmes In Cork Institute Of Technology, Deirdre Goggin, Irene Sheridan, Daithí Fallon, Tim Horgan

Conference Papers

As organisations focus on economic indicators and return on investment their approaches to learning and development opportunities are transformed. In a challenging, competitive climate there is a need to ensure that the long and short term benefits are maximised. This masterclass describes the experience and issues raised for Cork Institute of Technology, a Higher Education Institution (HEI) in Ireland in implementing programmes developed in partnership with industry which are mutually beneficial and maintain academic standards. It also addresses the enablers, challenges and barriers in customised course development.

The Effects Of Math Tutoring Sessions For Parents On Eighth Grade Students' Mathematics Achievement And Anxiety, Susan Scott

Doctoral Dissertations and Projects

Educators across the United States have searched for avenues to improve students' mathematics achievement since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983) which reported that American students were behind students in other countries academically. Recent legislation, No Child Left Behind (2001), continues to address the need for improvement in mathematics among K-12 students. A possible intervention in middle school is to incorporate parental involvement. Numerous researchers (Colombo, 2006; Desimone, 1999; Epstein, 2008; Flynn, 2006; Henderson & Berla, 1994; Sheldon & Epstein, 2005; Wherry, 2006) have demonstrated the positive outcomes of parental involvement on …

A Study Comparing Fifth Grade Student Achievement In Mathematics In Departmentalized And Non-Departmentalized Settings, Karen Nelson

Doctoral Dissertations and Projects

The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement on the Virginia 2011 Grade 5 Mathematics Standards of Learning (SOL) Test when compared to the achievement of students in a non-departmentalized setting. Regular fifth grade education students, who attended non-Title 1, Pre-K through Grade 5 elementary schools in an urban eastern Virginia school district, participated in this study. A three-way between-groups …

The Effect Of Delayed Enrollment, Regional Wealth, And First-Generation Status On Community College Student Success, Sunita Etwaroo Hines

Educational Leadership & Workforce Development Theses & Dissertations

For many students, the path to earning a postsecondary educational degree is often met with personal and social obstacles, but first-generation students are less likely to even enroll in postsecondary education and they have a higher probability for attrition when compared to their counterparts. The purpose of this study was to examine the relationship between delayed enrollment, regional wealth, and first-generation status on community college student success. This study analyzed differences in student success for students who enrolled at the community college immediately after high school graduation, for those who delayed enrollment up to two years, or delayed enrollment more …

Final Dissertation Paper Rubric: 5-Part Dissertation, Dannelle D. Stevens

Education Faculty Publications and Presentations

This is a rubric developed by Dannelle D. Stevens, Doctoral Program Coordinator in the Graduate School of Education, designed to help guide evaluations for doctoral dissertations in Educational Leadership at Portland State University.

Measuring New Media Literacies: Towards The Development Of A Comprehensive Assessment Tool, Ioana Literat

Journal of Media Literacy Education

This study assesses the psychometric properties of a newly tested self-report assessment tool for media literacy, based on the twelve new media literacy skills (NMLs) developed by Jenkins et al. (2006). The sample (N=327) consisted of normal volunteers who completed a comprehensive online survey that measured their NML skills, media exposure, digital participation, and civic engagement. A factor analysis performed on the survey items yielded 10 NMLs that emerged as significant subscales. A series of multivariate analyses of variance indicate a strong relationship between these NMLs and respondents’ exposure to new media forms, their participation in Web 2.0 …

How Mature Is Your Assessment?, David S. Reinhold

Assessment in Action Conference

Included here is the PowerPoint presentation used during the plenary session at WMU Assessment in Action Day 2014. The session was an interactive session that allowed participants to determine how robust their assessment activities are in their units based upon answers to a series of questions developed by Karen Ann Tarnoff at East Tennessee State University. A short discussion period followed each question to allow attendees to comment on the questions. Cumulative results of the group were used to determine the maturity of assessment at WMU.

Assessment, Accreditation And Compliance: The Three Musketeers Or The Three Stooges?, Jody Brylinsky

Assessment in Action Conference

This presentation describes how assessment, accreditation and compliance fit together, in particular how they influence WMU’s strategic planning initiatives. While these three academic responsibilities work in concert to support the common goal of quality higher education, they often do so in some unusual ways? The purposeful connections and comedy of their relationship will be explored with illustrations from WMU pathway to reaccreditation in 2020.

Instituting A Proactive Risk Assessment Model: The Promise And Peril Of Predictive Approaches To Student Success, John Chew, Kevin Knutson, Edwin A. Martini

Assessment in Action Conference

In this session, the presenters, (all from the College of Arts and Sciences at WMU), describe a pilot project that attempts to predict the likelihood of student persistence based on a variety of factors, including non-cognitive assessment. Led by a graduate assistant who designed the survey tool and analyzed the data, they discussed the pros and cons of such an approach and the benefits of doing such work for the professional development of graduate students.

Western Michigan University Assessment In Action Day Conference 2014, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

No abstract provided.

Helpful And Reliable Assessment Resources, David S. Reinhold, Karen Stokes Chapo

Assessment in Action Conference

This document is the handout that was given to participants at the WMU Assessment in Action Day Conference 2014 who attended the concurrent session entitled, "Helpful and Reliable Assessment Resources". The presentation was given by David Reinhold, the Associate Provost for Assessment and Undergraduate Studies at Western Michigan University and Karen Stokes Chapo, the Assessment Programs Specialist at WMU. These are just a few of what Dave and Karen find to be helpful web resources on the topic of student learning outcomes assessment.

It's Hard To Hit A Moving Target: Establishing Clear Learning Objectives, Diane Rogers

Assessment in Action Conference

Are you getting the results that you want from your students? Do students know what you expect? Establishing and communicating clear learning outcomes from the beginning of a course can help to both improve the quality of student work and positively impact learning. This session will focus on writing clear learning and assessment expectations for academic courses and discuss strategies for implementing the outcomes in your course.

Beyond Satisfaction: Assessing (Learning And Other) Outcomes In Co-Curricular Areas, Kate Bates, Anne Lundquist, Cari Robertson, Ewa Urban, Chris Voss

Assessment in Action Conference

Most student support areas are fairly adept at designing surveys to capture satisfaction data. While important, there are other types of assessment that require our attention, not only so that we can impact student learning and improve programs and services for students and other constituents, but as an essential aspect of meeting revised Higher Learning Commission accreditation standards. This workshop will provide information about the various definitions and approaches to assessing student learning and operational outcomes in co-curricular areas and offer specific examples from four student affairs areas that may be applicable to other units on campus.

Role Of Superintendent In District Turnaround, James Evans Jr.

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by James Evans, Jr. on March 17, 2014.

The Relationship Between Teacher Candidates' Performance On Praxis I And Praxis Ii In New Jersey, Cathy R. Owens-Oliver

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study is to examine the relationship between teacher candidate performance on the Praxis I: Pre-Professional Skills test and select Praxis II: Subject-Area Assessments. Praxis I is a set of three basic skills tests in reading, writing, and mathematics most often used as an admissions tests for teacher education programs. Praxis II is a battery of tests used to assess adequate content knowledge for program exit and for obtaining a license for beginning practice. This research focuses on teacher supply and quality in New Jersey, as demonstrated by teacher candidate performance on Praxis I and Praxis II …

An Investigation Of Teacher Candidate Perceptions: Using 21st Century Tools And Clinical Medical Model Practices To Teach Classroom Management Skills, Helen Rader, James Rader, David R. Riel

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the Requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Helen J. Rader James P. Rader David R. Riel on March 13, 2014.

Implementation Of A Student-Centered Approach: Impacting School Culture And College/Career Readiness, Lewis M. Willian

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Lewis M. Willian on March 13, 2014.

Building On Background Knowledge To Formulate Researchable Questions, Anne R. Diekama, Sheri Haderlie

Instructional Technology and Learning Sciences Faculty Publications

At the recent ALA Midwinter Conference in Seattle, I moderated the AASL-sponsored Hot Topics discussion on “Genre-fying” the collection. Six panelists presented a variety of viewpoints on how to handle an issue that is being widely discussed. A number of librarians have implemented the change, reclassifying their nonfiction titles using letters identifying the genre. Some have used EBSCO’s NoveList as a source for the categories they chose, others have used their own ideas. A few have integrated fiction within the nonfiction. A more limited approach is to “genre-fy” the fiction collection. Those who have made the change point to increased …

Successful Use Of Group Assessment Procedures In An Undergraduate Stem Course, Kelly P. Massey

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Assessing content heavy STEM courses using a Group Assessment Procedure (GAP) can assist with cognitive domain objectives by allowing groups to rely on each other in order to recall important content as well as formulate well-rounded explanations using course content during application exercises. Presentation includes ideas on how to implement a successful GAP testing protocol.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

The Student Augustinian Values Institute: Assessing Its Impact Of Enhancing The Understanding And Experience Of The Augustinian Core Values Of Veritas, Unitas, And Caritas Upon Students In Augustinian Secondary Schools, Stephen M. Curry

Seton Hall University Dissertations and Theses (ETDs)

Educational leadership understands the importance of teaching values in its schools and incorporates this philosophy into the school’s symbolic and structural systems. Roman Catholic Church leaders have always endorsed the teaching of values in its schools and this position was sanctioned at its Second Vatican Council (Vatican Council II, 1962-65). One aspect of the Council emphasized the importance of Catholic education as an essential vehicle for proclaiming the Good News of Jesus Christ. Catholic schools founded and sponsored by religious communities were challenged to reappropriate their founders’ charisms in their educational ministries. The Order of St. Augustine is an example …

A Course-Based Research Experience: How Benefits Change With Increased Investment In Instructional Time, Christopher D. Shaffer, Consuelo J. Alvarez, April E. Bednarski, David Dunbar

University Faculty Publications and Creative Works

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge.We have developed a bioinformatics project that provides a coursebased research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment …

Rethinking Educational Malpractice: Are Educators Rock Stars?, Stijepko Tokic

Brigham Young University Education and Law Journal

No abstract provided.

Faculty Achievements, March 2014, Otterbein University

Faculty Achievement Reports

No abstract provided.

Sharing The Experience Of Nacada’S Assessment Of Academic Advising Institute 2014, Laura Ciccantell, Kevin Knutson, Lenore Yaeger

Assessment in Action Conference

Below is the description of the session that was presented by Laura Ciccantell, (College of Education Advising), Kevin Knutson, (College of Arts and Sciences Advising), and Lenore Yaeger, (College of Engineering and Applied Sciences Advising) at the WMU Assessment in Action Day Conference 2014. The attached document is a handout used to aid the participants during the presentation and as a tool to use for assessment after the session.

"Are you a student support unit that has a vision for teaching students? We argue that every office that interacts with students on our campus educates our students! So why not …

Monitoring Trends In Educational Growth In Afghanistan, Stephanie Templeton

Assessment GEMS

While access to schooling is crucial, it is widely recognised that if students are to realise the full benefits of education, then attending school must involve learning. In 2004, the Government of Afghanistan established the Education Quality Improvement Program (EQUIP). Through school grants, teacher training and institutional capacity building, EQUIP aims to increase equitable access, especially for girls, to quality basic education. As part of this program, ACER is working with the Ministry of Education to design and conduct the first ever sample-based national assessment of learning outcomes in Afghanistan. This study assesses Grade 6 students’ abilities in mathematics, reading …

Transforming Education Into The 21st Century By Integrating 1:1 Ipads, Kermit E. Belcher

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirement for the degree of Doctor of Education in the College of Education at Morehead State University by Kermit E. Belcher on March 1, 2014.

The 'Literacy' Idea, Ross Turner

Assessment GEMS

A central reason why researchers and practitioners refer to domain literacy is to draw attention to the kinds of things students learn in the domain. In a traditional learning domain the focus might be on the acquisition of discrete facts, skills and procedures that have little obvious connection or utility. In a learning domain with a literacy orientation, the focus is on applying the domain’s facts, skills and procedures to support creativity and inventiveness, to solve novel problems and to deal with the kinds of challenges that life presents outside the classroom. In the case of mathematics, for example, a …

The Early Grade Reading Assessment: Assessing Children's Acquisition Of Basic Literacy Skills In Developing Countries (Superseded Version), Australian Council For Educational Research

Assessment GEMS

The Early Grade Reading Assessment (EGRA), administered individually in about 15 minutes, measures the most basic foundation skills for literacy acquisition in the early grades. The assessment was developed by the Research Triangle Institute (RTI) through funding provided by the United States Agency for International Development (USAID) and the World Bank (Gove & Wetterberg, 2011), in addition to resources provided by RTI. The EGRA was developed to provide a battery of assessments of basic reading skills for developing countries to monitor the status of early reading in primary schools. The assessment tool was first implemented in The Gambia and Senegal …

The Annual Status Of Education Report Survey: Monitoring Learning Levels Of Children In Rural India, Australian Council For Educational Research (Acer)

Assessment GEMS

The Annual Status of Education Report (ASER) survey is a household-based survey of school-aged children in all rural districts in India. It is the only annual survey that yields data on children’s basic learning levels in this country. It evolved out of the work of a non-governmental organisation called Pratham. The ASER survey aims to obtain reliable, district-level estimates of the status of rural children’s school enrolment and skills in reading and arithmetic, and to measure the change in these estimates over time.