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Social and Behavioral Sciences Commons™
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- ANOVA (1)
- Data-driven approaches (1)
- Examinee motivation (1)
- Faculty expectations (1)
- Higher education (1)
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- Integrated approaches (1)
- Latent Class Analysis (1)
- Learning gains (1)
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- Power (1)
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- Type I error (1)
Articles 1 - 5 of 5
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 …
Retrospective Versus Prospective Measurement Of Examinee Motivation In Low-Stakes Testing Contexts: A Moderated Mediation Model, Aaron J. Myers
Retrospective Versus Prospective Measurement Of Examinee Motivation In Low-Stakes Testing Contexts: A Moderated Mediation Model, Aaron J. Myers
Masters Theses, 2010-2019
Expectancy-value theory applied to examinee motivation suggests examinees’ perceived value of a test indirectly affects test performance via examinee effort. This empirically supported indirect effect, however, is often modeled using importance and effort scores measured after test completion, which does not align with their theoretically specified temporal order. Retrospectively measured importance and effort scores may be influenced by examinees’ test performance, impacting the estimate of the indirect effect. To investigate the effect of timing of measurement, first-year college students were randomly assigned to one of three conditions where (1) importance and effort were measured retrospectively; (2) importance was measured prospectively; …
Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers
Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers
Masters Theses, 2010-2019
Student learning is the primary desired outcome of a college education. To understand how educational programming and curricula affect students, colleges and universities must collect evidence of student learning gain. In this study, a longitudinal design was employed to investigate how a math and science general education curriculum impacted college students’ quantitative and scientific reasoning. Quantitative and scientific reasoning gain scores were computed and predicted from personal (i.e., prior knowledge, gender) and curriculum (i.e., number of completed courses in the domain) characteristics to uncover what factors relate to learning gain. Collapsing across personal and curriculum variables, gain scores were moderate …
Examining The Type I Error And Power Of 18 Common Post-Hoc Comparison Tests, Derek Sauder
Examining The Type I Error And Power Of 18 Common Post-Hoc Comparison Tests, Derek Sauder
Masters Theses, 2010-2019
Researchers utilizing either experimental or quasi-experimental research often want to compare group means. However, with more than two groups, comparing group means may result in an inflated Type I error rate, the probability of wrongly rejecting a null hypothesis. Researchers often employ analysis of variance (ANOVA) methodology to compare more than two group means. Post-hoc comparison procedures (PCPs) are utilized to indicate which group means differ following a significant ANOVA. SPSS provides 18 options for PCPs. The purpose of this study was to determine which PCP provides the best power while maintaining Type I error control when assumptions of ANOVA …