The practice of student and program assessment: Evolution through engagement

Sundre, Donna L.

doi:10.1002/au.3650060104

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…The SOS (Sundre & Moore, 2002) is a 10-item measure of examinee motivation that provides three scores: an overall total motivation score, and two subscales measuring importance and effort. All scales have reliabilities exceeding .85, and considerable validity evidence has been observed to date with a variety of JMU samples.…”

Section: Motivation Scalementioning

confidence: 99%

Seven Goals for Effective Program Assessment.

Stoloff¹,

Apple²,

Barren³

et al. 2004

Measuring Up: Educational Assessment Challenges and Practices for Psychology.

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JMU), the process of program assessment is vital to program success. We view assessment not as an examination or survey, but rather as an organizing process that helps our faculty develop a shared perspective on what our program should be accomplishing. It helps us connect our individual courses to create a coherent program. It provides continuous feedback as we use assessment findings to inform decisions about how to best implement our psychology major. In this chapter we describe the assessment process for the JMU psychology major and how the process has improved our program. Specifically, this chapter is organized around seven goals that guide our assessment efforts, and we share examples from various assessment projects that we have conducted to help illustrate each of these goals.

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Section: Motivation Scalementioning

confidence: 99%

Seven Goals for Effective Program Assessment.

Stoloff¹,

Apple²,

Barren³

et al. 2004

Measuring Up: Educational Assessment Challenges and Practices for Psychology.

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show abstract

“…3.Some of the studies in this section were referenced in the SOS manual (sundre, 2007), which describes the development and internal structure of the SOS. Others were selected by reviewing the studies cited in the SOS manual.…”

mentioning

confidence: 99%

“…1.When providing references for the SOS, some cite an online manual (Sundre, 2007) or a published article synthesizing validity studies (Thelk et al, 2009). We provide references associated with the development of the instrument.…”

mentioning

confidence: 99%

Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Pastor

Patterson

Finney

2022

Journal of Psychoeducational Assessment

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In low-stakes testing contexts, there are minimal personal consequences associated with examinee performance. Examples include assessments administered for research, program evaluation, test development, and international comparisons (e.g., Programme for International Student Assessment [PISA]). Because test-taking motivation can suffer in low-stakes conditions, the Student Opinion Scale (SOS) is commonly administered to measure test-taking effort and how personally important the examinee feels it is to do well on the test. Although popular, studies of the scale’s internal validity yield conflicting findings. The present study critically evaluates the creation of the SOS and considers its factor structure across six samples of college students differing in their college experience level and version of the SOS administered. Because findings only support the internal validity of the effort subscale, further study and development of the importance subscale is recommended.

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The practice of student and program assessment: Evolution through engagement

Cited by 2 publications

References 5 publications

Seven Goals for Effective Program Assessment.

Seven Goals for Effective Program Assessment.

Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

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