VALUE: Valid assessment of learning in undergraduate education

2008 ◽  
Vol 2008 (S1) ◽  
pp. 59-70 ◽  
Author(s):  
Terrel L. Rhodes
Keyword(s):  
Undergraduate Education ◽  
Assessment Of Learning ◽  
Valid Assessment

scholarly journals Network-Based Approach to Assessment of Cognitive Skills

2018 ◽  
Author(s):  
Natalie Simper ◽  
Brian Frank ◽  
Nerissa Mulligan
Keyword(s):  
Skill Acquisition ◽  
Undergraduate Education ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Challenge Course ◽  
Course Assessment ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Valid Assessment

Cognitive Assessment Redesign (CAR) project is an institution-wide, network-based approach to the development of cognitive skills in undergraduate education. This project aims to encourage first and fourth-year instructors to align skill development through the design of course assessments, to enhance cognitive skill acquisition and provide a measurement of learning. The learning outcomes for the project are framed and operationalized using the language and dimensions from the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. An assessment redesign network was created, matching assessment facilitators who have disciplinary and educational expertise with instructors to develop authentic assessments of student learning. One of the goals of the network is to encourage sustained participation and collaboration, and to build progression in teaching and learning throughout the institution. The project also includes a standardized test for comparison to course assessment outcomes. Testing at the fourth-year level has been dependent on the use of incentives for student participation. Although recruiting instructors from the faculty of Engineering and Applied Science was initially a challenge, course instructors have reported various successes stemming from participation in the project.

scholarly journals An Evaluation of Critical Thinking in Competency-Based and Traditional Online Learning Environments

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Matthew Mayeshiba ◽  
Kay Jansen ◽  
Lisa Mihlbauer
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Online Program ◽  
Online Learning Environments ◽  
Direct Assessment ◽  
University Of Wisconsin ◽  
Assessment Of Learning ◽  
Traditional Programs ◽  
Valid Assessment ◽  
Competency Based

Non-term, direct assessment competency-based education (CBE) represents a significant re-imagining of the structure of higher education. By regulating students’ progress through the program based on their mastery of tightly defined competencies rather than based on the time spent learning them, this learning environment affords students far greater flexibility than traditional programs. This focus on defined competencies has led to concerns that students in these types of programs may not demonstrate higher-level skills, such as critical thinking, at levels comparable to those enrolled in more traditional programs. This study evaluated 39 students’ demonstration of critical thinking in two assessments administered in parallel versions of one course: one offered through the non-term, direct assessment CBE University of Wisconsin Flexible Option, and the other offered through a traditional online program. For this study, each of the 78 assessments was scored using the critical thinking rubric from the Valid Assessment of Learning in Undergraduate Education (VALUE) project. We found that students from the CBE version of the course received significantly higher (p=.0013) overall scores than the students in the traditional online version of the course. While further research is required to refine these methods and ensure the generalizability of these results, they do not support concerns about students’ abilities in this learning environment.

The Hearing Aid Effect in African American and Caucasian Males as Perceived by Female Judges of the Same Race

1999 ◽  
Vol 30 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Mary Davis ◽  
Rhonda Jackson ◽  
Tina Smith ◽  
William Cooper
Keyword(s):  
African American ◽  
Hearing Aids ◽  
Undergraduate Education ◽  
Hearing Aid ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Education Majors ◽  
Female Undergraduate ◽  
Lay Persons ◽  
Males And Females

Prior studies have proven the existence of the "hearing aid effect" when photographs of Caucasian males and females wearing a body aid, a post-auricular aid (behind-the-ear), or no hearing aid were judged by lay persons and professionals. This study was performed to determine if African American and Caucasian males, judged by female members of their own race, were likely to be judged in a similar manner on the basis of appearance, personality, assertiveness, and achievement. Sixty female undergraduate education majors (30 African American; 30 Caucasian) used a semantic differential scale to rate slides of preteen African American and Caucasian males, with and without hearing aids. The results of this study showed that female African American and Caucasian judges rated males of their respective races differently. The hearing aid effect was predominant among the Caucasian judges across the dimensions of appearance, personality, assertiveness, and achievement. In contrast, the African American judges only exhibited a hearing aid effect on the appearance dimension.

Sports Concussions (TBI), Imbalance, and Dizziness

2015 ◽  
Vol 25 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Steven M. Doettl
Keyword(s):  
Assessment Tools ◽  
Vestibular Evoked Myogenic Potentials ◽  
Post Injury ◽  
Management Tools ◽  
Concussion Management ◽  
Post Concussion Syndrome ◽  
Behavioral Marker ◽  
Valid Assessment ◽  
Injury Assessment

It has been widely accepted that the assessment of balance after concussion plays a large role in determining deficit. Qualitative balance assessments have been an established piece of the post-injury assessment as a clinical behavioral marker of concussion for many years. Recently more specific guidelines outlining the role of balance evaluation in concussion identification and management have been developed as part of concussion management tools. As part of the ongoing development of concussions protocols, quantitative assessment of balance function following concussion has also been identified to have an important role. Frequently imbalance and dizziness reported following concussion is assumed to be associated with post-concussion syndrome (PCS). While imbalance and dizziness are common complaints in PCS, they can also be a sign of additional underlying pathology. In cases of specific dizziness symptoms or limited balance recovery beyond the initial post-concussive period, a quantitative vestibular assessment may also be needed. Electronystagmography and videonystagmography (ENG/VNG), rotary chair testing (RCT), and vestibular evoked myogenic potentials (VEMPs) have all been identified as valid assessment tools for vestibular dysfunction following traumatic brain injury (TBI). The assessment of balance and dizziness following sports-related concussions is an integral piece of the puzzle for removal from play, assessment of severity, and management.

Review of The assessment of learning: Cognitive and affective.

1976 ◽  
Vol 21 (4) ◽  
pp. 312-312
Author(s):  
JOHN W. COTTON
Keyword(s):  
Assessment Of Learning
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