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Assessment of Higher Educational Variables That Lead to Academic Success
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| Presenter(s):
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| Steven Middleton, Southern Illinois University at Carbondale, scmidd@siu.edu
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| MH Clark, Southern Illinois University at Carbondale, mhclark@siu.edu
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| Abstract:
Institutions of higher education have place an emphasis on student learning for a variety of reasons, including the improvement of education and future marketability of students in order to enhance the schools' reputation and attract potential students. Grade point average (GPA) is one way to evaluate student progress. This study used 64 first-year students to examine how academic integration mediates the relationship between academic motivation and college GPA. Of the seven different types of academic mediation examined, academic integration fully mediated the relationships between two subscales of intrinsic academic motivation (knowledge and accomplishment) and GPA. Thus, higher intrinsic motivation for knowledge and accomplishment leads to better academic integration, which leads to higher GPAs. Therefore, institutions of higher education can augment student achievement by emphasizing social and academic programs that promote academic integration.
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A Collaborative Approach to the Development of a University-wide Alumni Outcomes Assessment: Theory to Practice
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| Presenter(s):
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| Jennifer Reeves, Nova Southeastern University, jennreev@nova.edu
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| Candace Lacey, Nova Southeastern University, lacey@nova.edu
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| Barbara Packer-Muti, Nova Southeastern University, bpacker@nova.edu
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| Abstract:
This session will provide the opportunity to discuss the development of a university-wide alumni outcomes assessment. Internal academic review at Nova Southeastern University (NSU) requires that all programs provide data on student learning outcomes from current students and alumni. With 14 different academic colleges awarding undergraduate, graduate, and professional degrees, collaboration is essential to develop a single, university-wide assessment instrument. A team of university representatives, including faculty members, researchers, administrators, and an alumni development officer worked with an external consultant to design a uniform, annual assessment grounded in the university's core values. The assessment provides a mixed methods approach to evaluating alumni feedback with both closed and open-ended questions.
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Promoting School Accountability Through the Formative Use of Summative Test Results
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| Presenter(s):
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| Rachael Tan, Schroeder Measurement Technologies Inc, rtan@smttest.com
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| Abstract:
Within the licensure industry, examination results are generally used only to decide whether to grant a license allowing a candidate to practice in their field. However, Multidimensional Item Response Theory (MIRT) analyses of candidate test results allow formative information to be gathered regarding how well schools are training students for practice within their profession. This study uses the results from a 100-item Computerized Adaptive Test (CAT) to provide prescriptive information to 42 schools in regards to how well their candidates performed in 14 content areas. Such information allows schools to determine in which content areas their candidates are deficient, and in which areas they are successfully preparing candidates for professional practice. By employing MIRT to identify curricular shortcomings, evaluation efforts can be focused on improving instruction in the most critical areas.
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Assessing Undergraduate Student Learning Outcomes on Higher Order Skills under Open and Closed-Book Exam Conditions in Online Learning
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| Presenter(s):
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| Tary Wallace, University of South Florida, tlwallace@sar.usf.edu
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| Haiyan Bai, University of Central Florida, hbai@mail.ucf.edu
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| Abstract:
The uniqueness of web-based courses causes faculty to question well-established and prudent assessment procedures on obtaining valid scores of higher-order skills tests if students take open-book exams on the Internet in the evaluation of the achievement of undergraduate students. The attitude and achievement scores of students who took open- and closed-book exams in an undergraduate measurement class are examined. Multivariate repeated measures are used to study the differences of overtime changes on attitudes and achievement scores between the closed-book condition and the open-book conditions using 167 undergraduate students participating in a large University in the south-east area of the United States. The study results would provide useful information to faculty members for informed decision-making with regards to open-book testing of higher-order measurement skills in a web-based and web-enhanced course.
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