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Direct linkPike, Gary R.; Rocconi, Louis M. – New Directions for Institutional Research, 2012
Multilevel modeling provides several advantages over traditional ordinary least squares regression analysis; however, reporting results to stakeholders can be challenging. This article suggests some strategies for presenting complex, multilevel data and statistical results to institutional and higher education decision makers. The article is…
Descriptors: Learner Engagement, Least Squares Statistics, Critical Thinking, Student Characteristics
Peer reviewedBanta, Trudy W.; Pike, Gary R. – Research in Higher Education, 1989
A general process for faculty to use in comparing the relative efficacy of college outcomes assessment instruments for gauging student progress toward goals is outlined. Analysis of two standardized general education exams, the American College Testing College Outcome Measures Project and the Educational Testing Service Academic Profile,…
Descriptors: Comparative Analysis, Evaluation Methods, Higher Education, Outcomes of Education
Pike, Gary R. – Assessment Update, 2005
For many colleges and universities, surveys constitute an important component of efforts to assess institutional effectiveness. Although the use of surveys in assessment is widespread, the National Center for Postsecondary Improvement (NCPI) report notes that examples of the use of survey results in academic decision making are relatively rare.…
Descriptors: Institutional Evaluation, College Outcomes Assessment, Student Evaluation, Higher Education
Download full textPike, Gary R. – 1990
An examination was made of the relationship between grades and satisfaction from three distinct research viewpoints: (1) how satisfaction influences grades (as opposed to other research studying the reciprocal of grades influencing satisfaction); (2) the satisfaction of graduating seniors (rather than focusing on freshmen and sophomores); and (3)…
Descriptors: Academic Achievement, Background, College Seniors, Evaluation Methods
Peer reviewedPike, Gary R. – Journal of General Education, 1992
Presents a study comparing two measures of general education outcomes, focusing on the validity of these instruments as measures of program effectiveness. Challenges the perceived advantages of standardized testing as measures of general education outcomes, recommending qualitative, institution-specific approaches relying on student and faculty…
Descriptors: College Outcomes Assessment, Comparative Analysis, Construct Validity, Evaluation Methods
Peer reviewedPike, Gary R. – Research in Higher Education, 1996
A study of 1,568 students in 10 2- and 4-year colleges and universities found that while students' self-reports of academic development and test scores developed from the same test specifications did measure the same constructs, the measures are not necessarily interchangeable. Analyses also produced ambiguous results concerning stability of…
Descriptors: Academic Achievement, Cognitive Development, College Students, Comparative Analysis
