Download or read book Time on Test Student Motivation and Performance on the Collegiate Learning Assessment written by Braden J. Hosch and published by . This book was released on 2010 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master's-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent problematic intervening variables in the measurement of student learning. Findings from successive administrations of the instrument reveal wide year-to-year variations in student performance related to time on test and motivation. Significant additional study of these factors should likely be prioritized ahead of adoption of accountability practices that rely upon low-stakes testing to measure student learning and demonstrate institutional effectiveness. Survey Results with Time on Test and Test Scores (F '08, Sp. '09 & F '09) are appended. (Contains 8 tables and 3 footnotes.).
Download or read book Incentives Motivation and Performance on a Low Stakes Test of College Learning written by Jeffrey T. Steedle and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many colleges face the challenge of recruiting examinees for institutional assessment programs. Unfortunately, students recognize these programs as low-stakes, and therefore may not have high performance motivation. This study examined the interrelationships between students' preferred incentives for taking the test, their performance motivation, and their observed performance on the Collegiate Learning Assessment (CLA). Results reveal that freshmen stated a preference for cash and prizes over recognition and feedback as incentives. However, preferred incentives bore no practically significant relationship with test performance. For individual students, motivation was a significant predictor of CLA scores even after controlling for entering academic ability, but this effect was not apparent when schools were the units of analysis. Thus, schools should be attentive to motivation when results are used for individual-level assessment, but motivation is less of a concern when interpreting average scores relative to other schools with students of similar entering academic ability. WinBUGS code is appended. (Contains 4 tables and 7 figures.).
Download or read book Handbook on Measurement Assessment and Evaluation in Higher Education written by Charles Secolsky and published by Routledge. This book was released on 2017-07-31 with total page 1112 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this valuable resource, well-known scholars present a detailed understanding of contemporary theories and practices in the fields of measurement, assessment, and evaluation, with guidance on how to apply these ideas for the benefit of students and institutions. Bringing together terminology, analytical perspectives, and methodological advances, this second edition facilitates informed decision-making while connecting the latest thinking in these methodological areas with actual practice in higher education. This research handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated volume of theory, method, and application.
Download or read book An Evaluation of Factors Affecting Student Performance on Broad Measures of Student Learning written by Erika K. Prager and published by . This book was released on 2010 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universities are using standardized tests more and more as part of their accountability and assessment of student learning efforts. For the results of these tests to be useful in improving practices that lead to greater learning, they must be meaningful and specific to institutions. The researcher sought to determine how student characteristics, motivation to perform well on the test, and various academic experiences were related to performance on the Collegiate Learning Assessment (cla) and how much variance in cla scores was explained by the factors examined. In 2005, 276 incoming freshmen agreed to participate in a four-year longitudinal study using the cla at the University of Wyoming. Students were asked to take a nearly three-hour version of the cla in fall 2005, spring 2007, and spring 2009. In addition to completing the test, students were administered a cla Participant Survey to determine their motivation to perform well on the cla. These data were combined with additional data from student transcripts to evaluate academic experiences and accompanying performance. This study was a quantitative study employing several statistical methods. The researcher used correlational analysis to determine the relationships between the variables examined and cla scores. Factor analysis and regression analyses were used to determine how much variance in cla scores was explained by the different student characteristic, motivation, and academic experience variables included in the study. Results were presented for two study phases: Phase 1 from 2005 to 2007 and Phase 2 from 2005 to 2009. Of the variables and factors examined in this study, incoming ability as measured by act composite score, time-on-task, motivation, and grade point averages were most correlated with cla scale scores for both phases of the study. Time-on-task was the best predictor of cla scores for both phases of the study followed by act composite score and motivation. Two academic factors, the number of English, math, and humanities-social sciences credits earned and overall academic performance, were predictors of cla scale scores in Phase 1 of the study but not for Phase 2. Finally, far more of the variance in cla scale scores was explained the factors examined compared to cla value-added scores for both phases of the study. Only time-on-task and the number of science credits earned explained any of the variance in value-added scores in either phase of the study. The results of this study have implications for institutions, test developers, and policy makers. Institutions need to address motivation in low-stakes testing environments and explore other possible factors contributing to performance on such assessments. Test developers need to continue to respond to the needs of institutions for more specific information regarding results. Policy makers need to be educated on the results so they are used appropriately and in context. Further study is recommended, including but not limited to, trying different testing protocols and environments to increase motivation and aligning the administration the cla with other ongoing assessments such as the National Survey of Student Engagement. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Academically Adrift written by Richard Arum and published by University of Chicago Press. This book was released on 2011-01-15 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Download or read book Collective Goods and Higher Education Research written by Roger Benjamin and published by Routledge. This book was released on 2018-09-19 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: With this volume, the author demonstrates how a collective goods approach to higher education research can alleviate problems of rising costs, declining resources, and growing concerns about undergraduate learning. In taking this approach, the author presents new tools of analysis—borrowed from cognitive science, economics, data analytics, education technology and measurement science—to investigate higher education’s place in society as a public or private good. By showing how these tools can be utilized to re-orient current research, this volume offers scholars and policy makers an argument for the large-scale use of scientific and economic approaches to higher education’s most pressing issues.
Download or read book Motivation and Learning Strategies for College Success written by Myron H. Dembo and published by Routledge. This book was released on 2013-01-11 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
Download or read book Motivation and Learning Strategies for College Success written by Myron H. Dembo and published by Routledge. This book was released on 2004-03-05 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: A motivation and learning strategies textbook that bridges research and practice! Motivation and Learning Strategies for College Success, Second Edition teaches college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer "recipes" for success or lists of "quick tips." Rather, the focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and performance) makes it easy for students to understand what they need to do to become more successful in the classroom. The text combines an overview of theory and research, to help learners understand what factors determine or influence successful learning and why they are asked to use different study and learning strategies in the text, with field-tested exercises, follow-up activities, and appendices that assist students in observing and changing their own behavior. A separate Instructor's Manual provides helpful information for teaching the material; includes additional exercises and experiences for students; provides both objective and essay test questions; and includes information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills and guidelines for helping students complete a self-management study of their own behavior.
Download or read book Measuring College Learning Responsibly written by Richard Shavelson and published by Stanford University Press. This book was released on 2010 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines current practices in assessment of learning and accountability at a time when accrediting boards, the federal government and state legislatures are requiring higher education to account for such outcomes as student retention, graduation, and learning.
Download or read book Learning and Performance Assessment Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2019-10-11 with total page 1757 pages. Available in PDF, EPUB and Kindle. Book excerpt: As teaching strategies continue to change and evolve, and technology use in classrooms continues to increase, it is imperative that their impact on student learning is monitored and assessed. New practices are being developed to enhance students’ participation, especially in their own assessment, be it through peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Educators must remain up-to-date on the latest methods of evaluation and performance measurement techniques to ensure that their students excel. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines emerging perspectives on the theoretical and practical aspects of learning and performance-based assessment techniques and applications within educational settings. Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.
Download or read book The Oxford Handbook of Undergraduate Psychology Education written by Dana S. Dunn and published by Oxford University Press. This book was released on 2015-08-07 with total page 953 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of Undergraduate Psychology Education is dedicated to providing comprehensive coverage of teaching, pedagogy, and professional issues in psychology. The Handbook is designed to help psychology educators at each stage of their careers, from teaching their first courses and developing their careers to serving as department or program administrators. The goal of the Handbook is to provide teachers, educators, researchers, scholars, and administrators in psychology with current, practical advice on course creation, best practices in psychology pedagogy, course content recommendations, teaching methods and classroom management strategies, advice on student advising, and administrative and professional issues, such as managing one's career, chairing the department, organizing the curriculum, and conducting assessment, among other topics. The primary audience for this Handbook is college and university-level psychology teachers (at both two and four-year institutions) at the assistant, associate, and full professor levels, as well as department chairs and other psychology program administrators, who want to improve teaching and learning within their departments. Faculty members in other social science disciplines (e.g., sociology, education, political science) will find material in the Handbook to be applicable or adaptable to their own programs and courses.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Secrets of Top Students written by Stefanie Weisman and published by Sourcebooks, Inc.. This book was released on 2013-05-07 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Straight talk and tips from top students to help make academic excellence a lifestyle. Getting a passing grade is one thing-cramming to memorize facts, knowing what's on the test, finishing a paper just before the deadline-but being a top student is something else entirely. So what makes the difference between a good student and a top student? Being a top student is a lifestyle, not just an A on your transcript. The Secrets of Top Students: Tips, Tools, and Techniques for Acing High School and College offers advice from lifelong top student, Stefanie Weisman, to help you learn the keys to studying smart, staying motivated, and making academic excellence a part of your life. Tips from 45 Top Students Learn strategies on making the grade with first-hand advice from valedictorians, Rhodes scholars, Fulbright scholars, Intel Science Fair finalists, a National Spelling bee champion, and more! Lifestyle Tips and Techniques Discover tips and mantras that will keep you on the road to academic success. Helpful Exercises Practice makes perfect. Put what you've learned to the test with easy exercises on taking notes, staying motivated, and more.
Download or read book Motivation and Learning Strategies for College Success written by Myron H. Dembo and published by Routledge. This book was released on 2007-08 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text doesnot offer recipes for success or lists of quick tips. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. New in the Third Edition: *Discussion of achievement motivation via four motivational student profiles *Expanded treatment of sociocultural factors *New material on student identity issues *Extended discussion of the rational emotive approach to changing one's emotions and using physical relaxation techniques *Attention to use of time based on categorizing tasks into urgent and important *New coverage of social loafing and I-messages *Additional new exercises and follow-up activities. A separate Instructor's Manual provides helpful information for teaching the material, including additional exercises and experiences for students, essay test questions, information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills, and guidelines for helping students complete a self-management study of their own behavior.
Download or read book Collegiate Learning Assessment Test CLA written by National Learning Corporation and published by Passbooks. This book was released on 2019-02 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Collegiate Learning Assessment Test (CLA+) Passbook(R) prepares you for your exam by allowing you to take practice tests modeled after and similar to the selective-response questions found on the CLA+. These questions cover scientific & quantitative reasoning, critical reading & evaluation, and critiquing arguments, and require test-takers to base their answers on a series of supporting documents, including but not limited to: graphs, charts, tables, photos, articles, memos and emails.
Download or read book Rising to the Challenge written by Association of Public and Land-grant Universities and published by . This book was released on 2010 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Rising to the Challenge: Meaningful Assessment of Student Learning" was envisioned in response to a 2007 request for proposals from the U.S. Department of Education's Fund for Improvement of Post Secondary Education (FIPSE). FIPSE called for national, consortial contributions to improving the knowledge and abilities to assess student learning for purposes of accountability and improvement. The Association of American Colleges and Universities (AAC&U), the American Association of State Colleges and Universities (AASCU), and the Association of Public and Land-grant Universities (APLU), collaboratively proposed three complementary projects to expand the understanding of the challenges and opportunities for assessing student learning. The "Rising to the Challenge" project focused on refining the understanding of the most common, standardized instruments for measuring student learning and also on developing new tools and approaches for measuring and reporting student learning in a broad array of important areas of learning. The project involved the development of a new student survey, under the direction of AASCU, for areas of student learning that lack multiple measurement instruments--participation in civic engagement, preparation for success in the workplace, and acquisition of global skills. A second component, under the direction of AAC&U, involved the development of a set of nationally benchmarked rubrics articulating expected performance levels for 15 essential learning outcomes that can be used to assess student learning over time. The final part of the project involved a validity study, under the direction of APLU, of the three major standardized tests of student learning public universities are required to use to participate in the Voluntary System of Accountability's College Portrait Web reporting too. The three are the Measure of Academic Proficiency and Progress (MAPP) (now renamed the ETS Proficiency Profile), ACT's Collegiate Assessment of Academic Proficiency (CAAP), and CAE's Collegiate Learning Assessment (CLA). Appended are: (1) Degrees of Preparation Workflow; and (2) Rising to the Challenge: Meaningful Assessment of Student Learning Project Participants. (Contains 6 tables, 2 figures and 9 endnotes.).
Download or read book Learning Gain in Higher Education written by Christina Hughes and published by Emerald Group Publishing. This book was released on 2021-01-29 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Responding to the larger amount of students that are bearing an increasing proportion of the costs of their participation in higher education, this volume pays attention to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured?
