The Literacy of America's College Students

Baer, Justin; Cook, Andrea; Baldi, Stéphane

doi:10.1037/e539672012-001

Cited by 40 publications

(27 citation statements)

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“…Results revealed that students at four-year institutions performed significantly higher than students at two-year institutions. These results are consistent with previous research (Baer et al 2006;Liu and Roohr 2013). For instance, results from the National Survey of America's College Students (NSACS), which used the National Assessment of Adult Literacy (NAAL) to measure quantitative literacy, also showed students at four-year institutions outperforming their peers at two-year institutions (Baer et al 2006).…”

Section: Performance Differences Across Subgroupssupporting

confidence: 82%

“…These results are consistent with previous research (Baer et al 2006;Liu and Roohr 2013). For instance, results from the National Survey of America's College Students (NSACS), which used the National Assessment of Adult Literacy (NAAL) to measure quantitative literacy, also showed students at four-year institutions outperforming their peers at two-year institutions (Baer et al 2006). The NSACS had approximately 1,800 graduating students at 80 randomly selected two-and four-year institutions as part of their sample.…”

Section: Performance Differences Across Subgroupssupporting

confidence: 80%

“…Results revealed a gender performance gap favoring males of 0.36 SDs, which is larger than results from previous research that have also evaluated gender performance differences (Hyde et al 1990;Lindberg et al 2010;Liu and Roohr 2013). Other research such as the NSACS, however, has shown that males and females did not perform significantly different in quantitative literacy at both two-and four-year institutions (Baer et al 2006). After further evaluating the gender difference for this study, we found that the difference in performance across gender may also be directly related to college major.…”

Section: Performance Differences Across Subgroupscontrasting

confidence: 54%

“…For instance, PIAAC numeracy results found no significant differences in performance between Asian and White students (Goodman et al 2013). Additionally, the NSACS showed White students significantly outperforming their Asian/Pacific Islander peers on quantitative literacy (Baer et al 2006). These mixed results point to the need to further disaggregate the Asian/Pacific Islander subgroup to further understand the performance difference on quantitative literacy.…”

Section: Performance Differences Across Subgroupsmentioning

confidence: 98%

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Preliminary Evaluation of the Psychometric Quality of HEIghtenTM Quantitative Literacy

Roohr¹,

Lee²,

Xu³

et al. 2017

Numeracy

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Quantitative literacy has been identified as an important student learning outcome (SLO) by both the higher education and workforce communities. This paper aims to provide preliminary evidence of the psychometric quality of the pilot forms for HEIghten quantitative literacy, a next-generation SLO assessment for students in higher education. We evaluated the psychometric quality of the test items (e.g., item analyses), individual-and group-level reliability, the relationship with student performance and related variables (e.g., grade point average) as well as student perceptions, and differences across college-related and demographic subgroups. Our study used data from a pilot test administered to over 1,500 students at 23 higher education institutions in the United States. Results showed that (a) overall, items were functioning well, but a small portion of items should be dropped due to unsatisfactory performance; (b) correlations across sub-areas of the assessment were very high indicating that the assessment may be unidimensional; (c) reliability estimates similar to existing SLO assessments were found at both individual and group levels; (d) assessment scores correlated positively with high school and college GPA, number of math college courses, self-rated quantitative literacy skills, and college admissions scores; (e) students had positive perceptions about the assessment; and (f) performance differences were found across institution type, college majors, gender, racial/ethnic groups, and language groups, but not across credit-hour categories. Implications for operational test development and understanding of quantitative literacy performance are discussed. Zhen Wang is a Senior Psychometrician at the Educational Testing Service (ETS). She holds a Ph.D. in Educational Measurement and Research Methodology from the University of British Columbia. Currently, she is the statistical coordinator for ETS' HEIghten® Outcomes Assessment Suite, Major Field Test, Success Navigator, Proficiency Profile, and iSkills projects. She also works on the research projects related to automated scoring and higher education. Her research interests include item response theory, structural equation models, hierarchical linear models, rater models, and equating and scaling techniques.

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Section: Performance Differences Across Subgroupssupporting

confidence: 82%

Section: Performance Differences Across Subgroupssupporting

confidence: 80%

Section: Performance Differences Across Subgroupscontrasting

confidence: 54%

Section: Performance Differences Across Subgroupsmentioning

confidence: 98%

See 2 more Smart Citations

Preliminary Evaluation of the Psychometric Quality of HEIghtenTM Quantitative Literacy

Roohr¹,

Lee²,

Xu³

et al. 2017

Numeracy

View full text Add to dashboard Cite

show abstract

“…[15] However, in a national study, only 40% of students graduating from 4-year colleges were competent in the required knowledge and cognitive skills needed for academic writing. [16] Switzer and Perdue [17] noted that twothirds of the students who came to a graduate writing center lacked the skills to conduct a comprehensive literature search and to write academically.…”

Section: Literature Reviewmentioning

confidence: 99%

Creating a writing course to improve the writing self-efficacy of graduate nursing students

Robinson

Bishop

2017

CNS

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Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students' writing self-efficacy increased after the completion of a newly developed one-credit online writing course. Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation. Results: The students' writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self-efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant. Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

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Educational Media and Technology Yearbook

Orey¹,

Branch²

2009

Educational Media and Technology Yearbook

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In this chapter, we describe our research and development efforts relating to eliciting, representing, and analyzing how individuals and small groups conceptualize complex problems. The methods described herein have all been developed and are in various states of being validated. In addition, the methods we describe have been automated and most have been integrated in an online model-based set of tools called HIMATT (Highly Interactive Model-based Assessment Tools and Technologies; available for research purposes at http://himatt.ezw.uni-freiburg.de/cgi-bin/hrun/himatt.pl and soon to be available on a server at Florida State University). HIMATT continues to expand in terms of the tools and technologies included. Our methods and tools represent an approach to learning and instruction that is now embedded in many of the graduate courses at Florida State University and also at the University of Freiburg. We call our approach model-based because it integrates representations of mental models and internal cognitive processes with tools that are used to (a) assess progress of learning, and (b) provide the basis for informative and reflective feedback during instruction.

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The Literacy of America's College Students

Cited by 40 publications

References 0 publications

Preliminary Evaluation of the Psychometric Quality of HEIghtenTM Quantitative Literacy

Preliminary Evaluation of the Psychometric Quality of HEIghtenTM Quantitative Literacy

Creating a writing course to improve the writing self-efficacy of graduate nursing students

Educational Media and Technology Yearbook

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