We have two aims here. Our first is to articulate what gains may be made by students who engage in our course to determine what exactly is gained by students who participate in such experiences. We believe such courses have educational value, but needed to find a way to articulate our course's success in helping students meet our stated learning…

The normalized gain, "g", has been an important tool for the characterization of conceptual improvement in physics courses since its use in Hake's extensive study on conceptual learning in introductory physics. The normalized gain is calculated from the score on a pre-test administered before instruction and a post-test administered…

Geospatial tools and technologies have become core competencies for natural resource professionals due to the monitoring, modeling, and mapping capabilities they provide. To prepare students with needed background, geospatial instructional activities were integrated across Forest Management; Natural Resources; Fisheries, Wildlife, &…

The authors aimed to incorporate learning into the cognitive assessment framework that exists for static assessment data. In order to accomplish this, they derive a common likelihood function for dynamic models and introduce Parameter Driven Process for Change + Cognitive Diagnosis Model (PDPC + CDM), a dynamic model which tracks learning…

This research investigates the effect of a web-based model, named "Practicing, Reflecting, and Revising with Web-based Assessment and Test Analysis system (P2R-WATA) Assessment Literacy Development Model," on enhancing assessment knowledge and perspectives of secondary in-service teachers, and adopts a single group experimental research…

Directed self-guidance, whereby trainees independently practice a skill-set in a structured setting, may be an effective technique for novice training. Currently, however, most evaluation methods require an expert to be present during practice. The study aim was to determine if absolute symmetry error, a clinically important measure that can be…

Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

Dynamic assessment (DA), as a pro-learning form of assessment, has been discussed in the educational literature for three decades or more. As a concept it has yet to be picked up in any significant way by the more established second language testing/assessment literature published in the English language. There is, however, every reason to believe…

A study skills course was evaluated for effects on results from the Learning and Study Strategies Inventory (LASSI) (D. Mealy, 1988). Subjects were students in a freshman level college study skills course. At pretest, there were 29 students in the treatment condition, and by the post-test 25 students remained. In a followup telephone survey, 21…

Describes the chronological development and data collection processes used in evaluating two construct lesson plan courses concurrently offered by the American College, and comments on an earlier published article by Danny G. Langdon. (Author/JEG)

This study reviews the literature on the evaluation of bibliographic instruction in academic libraries from 1980 to 1993. Four main issues are discussed: (1) the reasons why librarians are evaluating; (2) to what degree they are evaluating; (3) what specific aspects they are evaluating; and (4) which methodologies are being used. Contains 89…

Describes the development of a history assessment test by Northeast Missouri State University (Kirksville) faculty. Discusses content, problems with design and cooperation, and theories of assessment testing. Includes sample questions demonstrating the cube plan, a technique that involves using a single question to measure three learning…

Examines research conducted at the British Open University using the research paradigm of phenomenography to discover what students understand about particular concepts in social science. The use of student interviews for formative and summative evaluation is described, and changes in course materials based on the results are discussed.…

This chapter describes the implementation and lessons learned from the conduct of three field experiments in education. All three evaluation designs used randomized assignment. Results showed even under very adverse and unstable conditions, randomized designs can be maintained. (LMO)

Because most of the approximately 100 stress-challenge programs exclusively serving delinquent youth are funded partially or wholly by public funds and therefore require evaluation, a need exists for a comprehensive model which evaluates not only program outputs, but also program operations and inputs. The feasibility and flexibility of a…