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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Using Multiple Imputation To Mitigate The Effects Of Low Examinee Motivation On Estimates Of Student Learning, Kelly J. Foelber
Using Multiple Imputation To Mitigate The Effects Of Low Examinee Motivation On Estimates Of Student Learning, Kelly J. Foelber
Dissertations, 2014-2019
In higher education, we often collect data in order to make inferences about student learning, and ultimately, in order to make evidence-based changes to try to improve student learning. The validity of the inferences we make, however, depends on the quality of the data we collect. Low examinee motivation compromises these inferences; research suggests that low examinee motivation can lead to inaccurate estimates of examinees’ ability (e.g., Wise & DeMars, 2005). To obtain data that better represent what students know, think, and can do, practitioners must consider, and attempt to negate the effects of, low examinee motivation. The primary purpose …
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 …