Effects Of A Confidence-Based, Individualized Remediation Strategy On Student Learning And Final Grades In A Multi-Campus Human Anatomy Curriculum

Reliable measurement of student learning and delivery of comparable education across distributed campus sites are two significant challenges facing institutions across the country. Evidence-based practices for learning objective (LO) development and use can help overcome comparability challenges, but widely-used correctness-only assessment methods contribute to these challenges since they are only able to interpret correct answers as displays of complete knowledge and incorrect answers as displays of absent knowledge. Assessment instruments that measure correctness alone are not able to distinguish guesswork (i.e., when a student lacks knowledge but randomly chooses the correct answer), partial knowledge (i.e., when a student has learned some correct information but does not display complete knowledge), or flawed knowledge (i.e. when a student learned incorrect information) – all of which are significantly different performances from complete or absent knowledge yet occur undetected when examining correctness alone. Confidence-based assessments (CBAs) use a multi-dimensional method of assessing knowledge that includes measuring student confidence levels in each of their answer choices in conjunction with answer correctness. As a result, CBAs can detect complete, partial, absent, and flawed knowledge levels and distinguish guesswork and from other correct responses. This dissertation presents a novel use of CBA principles in an individualized remediation strategy implemented in high-stakes examinations for three cohorts of professional-level students in an OT 422 (Anatomy for Occupational Therapists) course taught simultaneously across two University of North Dakota campus sites. The variables in this study included individualized (i.e., different for each student) vs. standardized (i.e., same for all students) remediation interventions, self-assessment vs. instructor-derived feedback, and general motivation and learning strategies. These variables are hypothesized to influence learning via remediation and final grades between individual students and the two site populations. The following hypotheses were tested: 1. A confidence-based, individualized remediation strategy increases student learning. 2. Self-assessment of confidence-based academic performances increases student learning via remediation. 3. Student motivations, learning strategies, and academic performances are comparable across distributed campus site populations. Student learning, measured by difference in confidence-based performance levels (PLs) through remediation, was shown to increase one knowledge level (1-2 PLs) following the individualized remediation intervention (p \u3c 0.001) and resulted in achievement-level performances for 47 (65.3%) of the 72 LOs retested by each student (p \u3c 0.001). As a result of the intervention’s ability to detect flawed knowledge and guesswork, regular positive remediation of these performances to better but incorrect confidence-based PLs caused student grades to decrease by an average of 1.2% (p \u3c 0.001) and resulted in a lower final letter grade for 17.4% of students (p \u3c 0.001). No significant differences in learning were found to result from self-assessment vs. instructor-derived feedback. Despite differences in two motivations (Self-Efficacy for Learning and Performance, and Test Anxiety) and three learning strategies (Rehearsal, Metacognitive Self-Regulation, and Peer Learning) across distributed campus site populations (p \u3c 0.01), comparable final percentage and letter grades suggest effectiveness of the evidence-based practices used to develop the course as well as implement individualized assessments across distributed campus site populations. In summary, the confidence-based, individualized remediation strategy we employed increases student learning by using CBA principles to more reliably assesses student knowledge, and using evidence-based assessment practices to evaluate student learning helps ensure the delivery of comparable education among distributed campus sites. Outcomes from this study support educators’ ongoing efforts to overcome challenges associated with reliable measurement of student learning and providing comparable yet individualized education to distributed populations

Focal Spot, Fall/Winter 1987

https://digitalcommons.wustl.edu/focal_spot_archives/1047/thumbnail.jp

Developing a Methodology for Creating Flexible Instructional Information Technology Laboratories

Many schools - particularly the more dynamic segments of high schools and community colleges - have begun to undertake instruction in the areas of PC repair, networking (vendor-neutral and specific alike), operating systems, wireless technologies, and so forth. For some schools, however, this leap forward has come only with a later realization that there are tremendous startup costs and ongoing expenses associated with such endeavors, especially considering that many of these instructional elements have historically called for independent instructional facilities. From this perspective, institutions may find they have to cut their programmatic vision short in the face of harsher budgetary realities of supporting so many laboratories, or abandon their efforts altogether. In this paper, it is suggested that this scenario does not have to become a reality. Instead, it is proposed that affordable, functional, and practical multipurpose Information Technology (IT) classrooms can be developed when a combination of good initial design and planning, affordable technologies, and mature business models are practiced. With the application of certain methodologies, a system can be created for any institution wishing to develop facilities and the means to support and mature them over time. Often faced with budgetary constraints, space limitations, or uncertain financial support mechanisms, it is becoming important that higher education institutions engaging in the instruction of advanced computing and networking develop a process and methodology for establishing and maintaining computing laboratories that can service a variety of diverse and complex instructional needs

The use of gliders for oceanographic science: the data processing gap

Autonomous gliders represent a step change in the way oceanographic data can be collected and as such they are increasingly seen as valuable tools in the oceanographer’s arsenal. However, their increase in use has left a gap regarding the conversion of the signals that their sensors collect into scientifically useable data.At present the novelty of gliders means that only a few research groups within the UK are capable of processing glider data whilst the wider oceanographic community is often unaware that requesting deployment of a glider by MARS does not mean that they will be provided with fully processed and calibrated data following the deployment. This is not a failing of MARS – it is not in their remit – but it does mean that a solution is needed at the UK community level. The solution is also needed quickly given the rapidly growing glider fleet and requests to use it.To illustrate the far from trivial resources and issues needed to solve this problem at a community level, this document briefly summarises the resources and steps involved in carrying glider data through from collection to final product, for the glider owning research groups within the UK which have the capability.This report does not provide a recommendation on whether such a community facility should be the responsibility of NOC, BODC or MARS but does provide information on possible protocols and available software that could be part of a solution.This report does, however, recommend that, to support the growing use of the MARS gliders, a permanently staffed group is needed as a priority, to provide data processing and calibration necessary to allow the translation of glider missions into high impact scientific publications

Taking the Guesswork Out of Lightning-caused Wildfire

Lightning is a natural source of wildfi re ignitions and causes a substantial portion of large wildfi res across the globe. Simple predictions of lightning activity don’t accurately determine fi re ignition potential because fuel conditions must be considered in addition to the fact that most lightning is accompanied by signifi cant rain. Fire operations managers need improved tools for prediction of widespread dry thunderstorms, which are those that occur without signifi cant rainfall reaching the ground. It is these dry storms that generate lightning most likely to result in multiple fi re ignitions, often in remote areas. In previous work the researchers developed a formula that estimates the potential for cloudto- ground lightning when dry thunderstorms are expected. This new study demonstrated the value of the formula as a predictive tool for estimating the likelihood of dry thunderstorms across much of the western U.S. This expanded utility was accomplished by integrating the formula with the predictive capacities of the Pacifi c Northwest MM5 weather forecast model. In testing during the summers of 2004 and 2005 the majority of lightning-caused fi res occurred where the predicted risk of dry thunderstorms was greater than 75%. These results indicate that this predictive tool can be very useful for identifying days when conditions are right for wildfi re outbreaks due to lightning. This forecast tool is currently available 24 hours a day for the Pacifi c Northwest region at http://www.fs.fed.us/pnw/airfi re. More work is already underway to expand coverage and improve usability, further supporting managers as they plan for the many potential fi res that can be started by lightning from dry thunderstorms

Focal Spot, Summer 1987

https://digitalcommons.wustl.edu/focal_spot_archives/1046/thumbnail.jp

The Hiring of Wynn Las Vegas

The purpose of this study is to examine the various human resource processes and systems that were established by Wynn Las Vegas. With a hiring of this magnitude the human resource team at Wynn faced many unique challenges. This study records these difficulties and also the decisions that were made that allowed Wynn to overcome these obstacles. Through the examination of the Wynn Las Vegas process this study will also give other employers who are considering doing a large scale mass hiring some ideas on what they should expect regarding on line hiring. It will also show how other executives have handled the issues that arise during the hiring process. Since to date this has been the largest single hiring drive in US history there is also the historical value in recording the decisions and processes that allowed it to be a success