The Eyes and Ears of Engagement: Using RAs to Assess Resident Engagement

This article analyzes the effectiveness of an effort to assess the extent of student engagement at Fairfield University through the assistance of resident assistants (RAs) and the adaptation of a methodology used by the university’s schools of engineering and education. Asking RAs to participate in an assessment of their residents provides several clear benefits: the assessment rubric sets clear expectations in plain language; the rubric sets out clear expectations to the residents; and the assessment data appear to be a valid indicator of student engagement and allow the institution to identify students who may benefit from additional counseling or attention

Higher education reform: getting the incentives right

This study is a joint effort by the Netherlands Bureau for Economic Policy Analysis (CPB) and the Center for Higher Education Policy Studies. It analyses a number of `best practices¿ where the design of financial incentives working on the system level of higher education is concerned. In Chapter 1, an overview of some of the characteristics of the Dutch higher education sector is presented. Chapter 2 is a refresher on the economics of higher education. Chapter 3 is about the Australian Higher Education Contribution Scheme (HECS). Chapter 4 is about tuition fees and admission policies in US universities. Chapter 5 looks at the funding of Danish universities through the so-called taximeter-model, that links funding to student performance. Chapter 6 deals with research funding in the UK university system, where research assessments exercises underlie the funding decisions. In Chapter 7 we study the impact of university-industry ties on academic research by examining the US policies on increasing knowledge transfer between universities and the private sector. Finally, Chapter 8 presents food for thought for Dutch policymakers: what lessons can be learned from our international comparison

Competency-Based Education in Business and Accounting

Competency-based education programs in the United States have grown over the past decade in response to the need to address adult learners who have earned some college credits but have not earned a degree. Hundreds of colleges have either developed or are developing competency-based education (CBE) programs, which separate learning from credit hours. Students complete assignments and/or projects to achieve mastery of competencies. This paper describes the state of CBE programs, focusing on business programs, which represent about one third of programs reported through a national survey. Discussion of University of Wisconsin System’s programs follows, including a specific business program within the system as well as its accounting coursework. Program level competencies and sub-competencies for the undergraduate CBE and traditional business programs are very similar; however, the mechanisms by which students are assessed in these programs are different since CBE programs emphasize authentic assessment

Technology and Testing

From early answer sheets filled in with number 2 pencils, to tests administered by mainframe computers, to assessments wholly constructed by computers, it is clear that technology is changing the field of educational and psychological measurement. The numerous and rapid advances have immediate impact on test creators, assessment professionals, and those who implement and analyze assessments. This comprehensive new volume brings together leading experts on the issues posed by technological applications in testing, with chapters on game-based assessment, testing with simulations, video assessment, computerized test development, large-scale test delivery, model choice, validity, and error issues. Including an overview of existing literature and ground-breaking research, each chapter considers the technological, practical, and ethical considerations of this rapidly-changing area. Ideal for researchers and professionals in testing and assessment, Technology and Testing provides a critical and in-depth look at one of the most pressing topics in educational testing today

Digital game-based learning: effects on students' perceptions and achievements in a business process management course

For the Degree of MCom by Dissertation in the Field of Information SystemsThe study aimed to investigate the impact of the introduction of digital game-based learning (DGBL) and its effect on students’ perceptions of competence, usefulness, and enjoyment, as well as their achievement. The context of the study was a third year Business Process Management (BPM) module, within an information systems course at the University of the Witwatersrand. Eight research questions were formulated and ten hypotheses were derived. The study was underpinned by Deci and Ryan (2002)’s self-determination theory (SDT) of human motivation, which included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the construct of presence into SDT. The study adopted a single group natural experiment pre-post design and a longitudinal relational design. The study was conducted with a sample of 24 students. Three baseline surveys were used to measure students’ levels of intrinsic motivation, perceived competence and perceived usefulness. This was done prior to the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the study. The baseline surveys were administered one week apart, prior to the introduction of the game. After the game was introduced, an endline survey was used to capture students’ levels of intrinsic motivation, perceived competence, perceived usefulness and presence with the game. Learning achievement was measured through the use of three assessments conducted one week, one month and two months after the end of the BPM course. Hypothesis testing was conducted using t-tests, correlation, and PLS regression techniques. Results confirmed significant effects of the digital game to decrease perceived competence, a positive relationship between intrinsic motivation and achievement, and a positive relationship between presence and intrinsic motivation. As a result of the study, we now know that DGBL effects achievement through intrinsic motivation when in close proximity to the assessments. DGBL can appear to decrease perceived competence as it appears to be a feedback mechanism, which should be seen as a positive rather than negative effect. Certain DGBL characteristics such as presence increase intrinsic motivation perceptions.MT201

Advancing Human Assessment: The Methodological, Psychological and Policy Contributions of ETS

​This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment

Who is like Whom? Reclassification and Performance Patterns for Different Groupings of English Learners

Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one state, this study uses discrete-time survival analysis to study the probability of being reclassified as a function of time, instructional covariates (e.g., type of language instruction), background covariates (e.g., the student’s home language), years of EL-related service, and district resources. The results suggest that, while probability of reclassification can vary considerably as a function of students’ instructional program, intrastate mobility, and grade retention, ultimately the best predictor of reclassification is the amount of time students have been receiving services. Policy recommendations are provided to support decision-making and resource-allocation, particularly for students most at risk of remaining ELs for a prolonged period of item. Future research ideas are also discussed

Virginia Commonwealth University Professional Bulletin

Professional programs bulletin for Virginia Commonwealth University for the academic year 2018-2019. It includes information on academic regulations, degree requirements, course offerings, faculty, academic calendar, and tuition and expenses for graduate programs

Panel on Audit Effectiveness report and recommendations : August 31, 2000

https://egrove.olemiss.edu/aicpa_assoc/1351/thumbnail.jp