Pub Date : 2022-10-04DOI: 10.32473/jahe.v3i1.129170
Erika R. Carlson
To advance the progress of creating a more socially-just higher education landscape, student learning needs to be an institutional priority. The lack of disaggregating student learning outcomes assessment data to identify and eradicate existing equity gaps in learning continues to be problematic. However, providing faculty with data alone is not enough. It is essential that faculty also learn how to use the data. Implementing a personalized coaching model of professional development where faculty and specialized professional staff work in partnership is imperative to address this problem of practice. The findings suggest that a successful coaching model should utilize a coach internal to the academic institution, establish a collaborative partnership between faculty and coach built on trust, coaching sessions should be frequent and held in a comfortable, safe, and inclusive environment, and should obtain consistent support of senior administration communicated to the college-wide community.
{"title":"Fundamental Components of Personalized Coaching Models for Faculty: Addressing Inequities in Learning Outcomes Data","authors":"Erika R. Carlson","doi":"10.32473/jahe.v3i1.129170","DOIUrl":"https://doi.org/10.32473/jahe.v3i1.129170","url":null,"abstract":"To advance the progress of creating a more socially-just higher education landscape, student learning needs to be an institutional priority. The lack of disaggregating student learning outcomes assessment data to identify and eradicate existing equity gaps in learning continues to be problematic. However, providing faculty with data alone is not enough. It is essential that faculty also learn how to use the data. Implementing a personalized coaching model of professional development where faculty and specialized professional staff work in partnership is imperative to address this problem of practice. The findings suggest that a successful coaching model should utilize a coach internal to the academic institution, establish a collaborative partnership between faculty and coach built on trust, coaching sessions should be frequent and held in a comfortable, safe, and inclusive environment, and should obtain consistent support of senior administration communicated to the college-wide community.","PeriodicalId":148946,"journal":{"name":"Journal of Assessment in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123559102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.32473/jahe.v3i1.128040
Talya Drescher, Ya-Chih Chang
This study documented the use of PDSA cycles in a co-taught pre-service education course in higher education. The study includes data in the form of student feedback which was collected and analyzed at the end of each semester for three years. Data were used to inform an iterative process for course refinement to improve student outcomes. Results examined the benefits and challenges of collaboration and co-teaching for both students and faculty. Implications for future research and practices are explored.
{"title":"Beyond Student Ratings of Teacher: Continuous Improvement Cycles Using Student Feedback","authors":"Talya Drescher, Ya-Chih Chang","doi":"10.32473/jahe.v3i1.128040","DOIUrl":"https://doi.org/10.32473/jahe.v3i1.128040","url":null,"abstract":"This study documented the use of PDSA cycles in a co-taught pre-service education course in higher education. The study includes data in the form of student feedback which was collected and analyzed at the end of each semester for three years. Data were used to inform an iterative process for course refinement to improve student outcomes. Results examined the benefits and challenges of collaboration and co-teaching for both students and faculty. Implications for future research and practices are explored. ","PeriodicalId":148946,"journal":{"name":"Journal of Assessment in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127881112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.32473/jahe.v3i1.128059
Anita B. Pasmantier, Maryann Di Liberto
Many business people and academics feel that students’ ability to communicate in writing has deteriorated over the past few decades. In response to this decline, colleges and universities addressed the problem by introducing more writing intensive (WI) courses with an emphasis on writing in the disciplines. In this article, we analyze the students’ rubric scores on their assigned cases as they progress through a WI international financial management course which is fully online. During the current Covid-19 pandemic more and more colleges and universities are conducting online courses. To assess learning, increases in the rubric scores during the semester are tested for statistical significance. Significant overall improvement in student writing occurred, but students’ grammar and spelling remain weak.
{"title":"Assessing the Effectiveness of a Writing Intensive Course in Business","authors":"Anita B. Pasmantier, Maryann Di Liberto","doi":"10.32473/jahe.v3i1.128059","DOIUrl":"https://doi.org/10.32473/jahe.v3i1.128059","url":null,"abstract":"Many business people and academics feel that students’ ability to communicate in writing has deteriorated over the past few decades. In response to this decline, colleges and universities addressed the problem by introducing more writing intensive (WI) courses with an emphasis on writing in the disciplines. In this article, we analyze the students’ rubric scores on their assigned cases as they progress through a WI international financial management course which is fully online. During the current Covid-19 pandemic more and more colleges and universities are conducting online courses. To assess learning, increases in the rubric scores during the semester are tested for statistical significance. Significant overall improvement in student writing occurred, but students’ grammar and spelling remain weak.","PeriodicalId":148946,"journal":{"name":"Journal of Assessment in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125454697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.32473/jahe.v3i1.129348
Diana Pereira, Patrícia Santos, Cristina Aguiar, M. Flores
This paper draws on data from research focusing on assessment methods, its purposes and effects, effectiveness and fairness, as well as student participation and feedback. In total, 124 Biology undergraduate students participated in the study. Data were collected through questionnaires and focus groups. Findings reveal written test as the most used method and that students associate assessment mainly with a summative purpose. Although students report they negotiate some assessment-related aspects with their teachers, in general they do not participate in self and peer assessment. Feedback is clearly recognized an important feature in the assessment process. Implications of the present findings are discussed.
{"title":"Biology Undergraduate Students’ Views of Assessment:","authors":"Diana Pereira, Patrícia Santos, Cristina Aguiar, M. Flores","doi":"10.32473/jahe.v3i1.129348","DOIUrl":"https://doi.org/10.32473/jahe.v3i1.129348","url":null,"abstract":"This paper draws on data from research focusing on assessment methods, its purposes and effects, effectiveness and fairness, as well as student participation and feedback. In total, 124 Biology undergraduate students participated in the study. Data were collected through questionnaires and focus groups. Findings reveal written test as the most used method and that students associate assessment mainly with a summative purpose. Although students report they negotiate some assessment-related aspects with their teachers, in general they do not participate in self and peer assessment. Feedback is clearly recognized an important feature in the assessment process. Implications of the present findings are discussed.","PeriodicalId":148946,"journal":{"name":"Journal of Assessment in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123660717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.32473/jahe.v3i1.129162
Dr. Gene Klein, Dr. Eugene Komaroff, Dr. Ashlee Robertson, Dr. Brian Keintz
Using a cross sectional survey design, learner perceptions of their peer assessmentexperiences at institutions of higher education (IHEs) are studied. Guided by gametheory, this study examines if either the IHE’s prestige, the competitiveness, or itsextent of grade inflation has a statistical effect on these peer assessment perceptions.A Likert scale was used to measure learner perceptions of their peer assessmentexperiences and the constructs. An exploratory factor analysis was performed on thethree constructs to confirm their validity. The study found a statistically significantcorrelation between institutional prestige and peer assessment perceptions
{"title":"A better understanding of learner perception of peer assessment through game theory and novel constructs","authors":"Dr. Gene Klein, Dr. Eugene Komaroff, Dr. Ashlee Robertson, Dr. Brian Keintz","doi":"10.32473/jahe.v3i1.129162","DOIUrl":"https://doi.org/10.32473/jahe.v3i1.129162","url":null,"abstract":"Using a cross sectional survey design, learner perceptions of their peer assessmentexperiences at institutions of higher education (IHEs) are studied. Guided by gametheory, this study examines if either the IHE’s prestige, the competitiveness, or itsextent of grade inflation has a statistical effect on these peer assessment perceptions.A Likert scale was used to measure learner perceptions of their peer assessmentexperiences and the constructs. An exploratory factor analysis was performed on thethree constructs to confirm their validity. The study found a statistically significantcorrelation between institutional prestige and peer assessment perceptions","PeriodicalId":148946,"journal":{"name":"Journal of Assessment in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128289415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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