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Revisiting Alternative Methods for Validating Course Placement Criteria
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| Presenter(s):
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| Howard Mzumara,
Indiana University Purdue University Indianapolis,
hmzumara@iupui.edu
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| Abstract:
A major component for assessing the effectiveness of a placement testing program involves providing appropriate validity evidence for using placement tests in facilitating course placement decisions and academic advising of undergraduate students. This session will provide evaluators with a second look at addressing alternative methods for validating course placement criteria, which involve use of decision theory and logistic regression approaches in providing validity evidence for assessing the utility and appropriateness of placement cutoff scores. The presentation will include an interactive discussion on assessment issues based on the annual validation of ACT's COMPASS Mathematics Placement Test scores for predicting student success in college-level mathematics courses at a large Midwestern university.
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Improving Course and Faculty Evaluations With a Multi-method Approach
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| Presenter(s):
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| Meghan Kennedy,
Neumont University,
meghan.kennedy@neumont.edu
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| Jake Walkenhorst,
Neumont University,
jake.walkenhorst@neumont.edu
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| Abstract:
Teaching effectiveness is a goal of most instructors, but a difficult construct to clearly define. In the past, student ratings have been the primary measure of teaching effectiveness in higher education. This information often comes too late and focuses on teaching shortcomings without providing relevant suggestions and teaching alternatives. Data from student surveys may have validity, but the extensibility and utility of this information is minimal.
This has led to the need for a new method of faculty and course evaluation. In an effort to create an effective evaluation methodology, a system was developed that (1) gathers multiple forms of information, (2) uses specific and adaptable questions, and is (3) formative and extensible. The new system adapts a potentially high-stakes evaluation with low-value information into a useful evaluation that improves both the student and faculty experience with evaluation.
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Collecting Longitudinal Evaluation Data in a College Setting: Strategies for Managing Mountains of Data
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| Presenter(s):
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| Jennifer Morrow,
University of Tennessee,
jamorrow@utk.edu
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| Erin Burr,
University of Tennessee,
eburr@utk.edu
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| Marcia Cianfrani,
Old Dominion University,
mcian002@odu.edu
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| Susanne Kaesbauer,
Old Dominion University,
sk's001@odu.edu
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| Margot Ackermann,
Old Dominion University,
margot.ackermann@gmail.com
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| Abstract:
The focus of this presentation will be a description of various strategies an evaluator can utilize for managing large amounts of data associated with longitudinal evaluation in a college setting. The strategies discussed will be presented in the context of Project Writing, a ten-week study conducted by the lead presenter. This project is a Department of Education funded project whose goal is to examine expressive writing and behavioral monitoring as a means of reducing and preventing high-risk drinking in first-year students. We utilized a variety of methods to manage the enormous amount of data for the evaluation of this project. A description of the evaluation strategies, suggestions for other researchers, and a discussion of what worked and what did not work will be presented.
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Practice-based Inquiry Models for Evaluation and Assessment in Community Colleges
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| Presenter(s):
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| William Rickards,
Alverno College,
william.rickards@alverno.edu
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| Abstract:
In higher education, community and technical colleges play a significant role in terms of their attention to teaching and learning, working with a diversity of needs and, for many students, providing a critical foundation for transfer to advanced coursework and degrees. A number of strategies have developed to address student learning outcomes that build on learning research and assessment practices, and need to be explored for applications across colleges and universities. In implementation, how do student learning outcomes affect curriculum practices? How do assessments become the means for further investigations and program development? In this context, inquiry becomes a critical element in designing innovations as well in evaluating them and understanding their impact and their applications. This study reports on a survey of inquiry designs used in 24 community and technical colleges, identifying some basic structures and elements.
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