Student learning in higher education: a longitudinal analysis and faculty discussion

Mathers, Catherine E.; Finney, Sara J.; Hathcoat, John D.

doi:10.1080/02602938.2018.1443202

Cited by 17 publications

(10 citation statements)

References 23 publications

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“…Young et al (2019) also used a pretest-posttest design to measure how faculty procedures influenced students' response rates to online teaching evaluation. The same design has been employed by Mathers, Finney, and Hathcoat (2018) to assess the impact of US college coursework on student learning gains. A large number of existing studies demonstrate the effectiveness and practicability of the one-group pretest-posttest design in assessing the effects of programmes.…”

Section: The Present Studymentioning

confidence: 99%

Objective outcome evaluation of a leadership course utilising the positive youth development approach in Hong Kong

Shek

2019

Assessment & Evaluation in Higher Education

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This study adopted a single-group pretest-posttest design to explore the changes in 2,876 undergraduate students in positive youth development, psychological well-being and desired graduate attributes after they took a leadership subject utilising the positive youth development approach at one university in Hong Kong. The subject aims to promote undergraduates' leadership qualities, particularly their intra-and inter-personal competencies. Participants completed the same objective outcome evaluation forms before and after taking the subject. We found that the participants showed significant positive changes in most positive youth development attributes (i.e. self-determination, cognitive competence, behavioural competence, social competence, emotional competence, self-efficacy, spirituality, and clear and positive identity), life satisfaction and desired graduate attributes (including problem-solving ability, critical thinking, life-long learning and ethical leadership). The findings demonstrate that leadership subjects can promote the positive youth development of Chinese university students and enhance their psychosocial well-being and desired graduate attributes.

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Section: The Present Studymentioning

confidence: 99%

Objective outcome evaluation of a leadership course utilising the positive youth development approach in Hong Kong

Shek

2019

Assessment & Evaluation in Higher Education

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“…Therefore, an academic program can be considered effective even when it demonstrates growth among those students with the lowest levels of achievement. According to Mathers, Finney, and Hathcoat (2018), students demonstrate moderate gains after experiencing nearly two years of college coursework, but the gains are less than the expectations of faculty. One of the inherent difficulties in value‐added assessment is identifying the appropriate level of learning.…”

Section: Resultsmentioning

confidence: 99%

Measuring Growth within the Academic Major: A Case Study in Value‐Added Assessment

Barnes¹

2021

Assessment Update

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“…The paper concludes with discussion of changes we have made to Assessment Day and the challenges we continue to encounter. Mathers, Finney, and Hathcoat (2018). 2 Of course, because students were not assigned randomly to these different experiences we cannot claim that different kinds or amounts of coursework cause these score changes.…”

Section: Most Importantly Fall Assessmentmentioning

confidence: 99%

“…As well, increased coursework in the domain is often not strongly related to pretest-posttest gains. Faculty reactions and explanations for such results are provided in Mathers et al (2018). Currently enrolled in American History/Political Science course 52 21.6 (5.9) 23.7 (5.4) 2011, and Taylor and Pastor (2007).…”

Section: Most Importantly Fall Assessmentmentioning

confidence: 99%

University-Wide Assessment Days: The James Madison University Model

Pastor¹,

Foelber²,

Jacovidis³

et al. 2019

AIR Professional File

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James Madison University has used dedicated Assessment Days for more than 30 years to collect longitudinal data on student learning outcomes. Our model ensures all incoming students are tested twice: once before beginning classes and again after accumulating 45-70 credit hours. Although each student completes only four instruments during a 2-hour testing period, 25 different assessments are administered, thereby allowing for the examination of student growth on a variety of different outcomes. This article describes our model and outlines the logistics involved in planning for Assessment Day, including the physical and human resources needed for its success. We also address changes we have made over the years and the challenges we continue to encounter. Our intention is to share lessons learned and encourage readers to consider how our model might be adapted for the assessment of programs both large and small at their own institutions.

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Student learning in higher education: a longitudinal analysis and faculty discussion

Cited by 17 publications

References 23 publications

Objective outcome evaluation of a leadership course utilising the positive youth development approach in Hong Kong

Objective outcome evaluation of a leadership course utilising the positive youth development approach in Hong Kong

Measuring Growth within the Academic Major: A Case Study in Value‐Added Assessment

University-Wide Assessment Days: The James Madison University Model

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