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Kentucky Journal of Higher Education Policy and Practice
Number of Followers: 3

This is an Open Access Journal

Open Access journal
ISSN (Print) 2164-5140
Published by U of Kentucky

[9 journals]

Then and Now: An Analysis of Broad-based Merit Aid Initial Eligibility
Policies after Twenty Years
- Authors: William K. Ingle et al.
  Abstract: Using Hall’s framework of policy changes, we sought to document and classify changes in initial eligibility and award provisions of broad-based merit aid scholarship programs at inception and present day. Our analysis revealed five first-order changes, two second-order changes, and only one third order change. Although the policy settings, instruments, and goals remained static in five states, the scholarship dollars in four of them have not kept up with increases in overall cost of attendance.
  PubDate: Mon, 04 May 2015 11:20:31 PDT
Feeding back to feed forward: Formative assessment as a platform for
effective learning
- Authors: Lucy Wheatley et al.
  Abstract: AbstractStudents construct meaning through relevant learning activities (Biggs, 2003) which are largely determined by the type, amount, and timing of feedback (Carless, 2006). The aim of the present study was to develop a greater awareness and understanding of formative assessment and feedback practices and their relationship with learning. During 2011 five focus group discussions were undertaken with students and academic staff involved with a range of modules and degree pathways at a UK University. Three of the focus groups were with undergraduate students (one at each level of study), and one was with taught postgraduate students. Discussions focussed on integration of formative assessment and feedback into modules, as well as an exploration of the effectiveness of feedback on future learning. The findings revealed that in order to emphasise continuous learning – feeding back to feed forward (Rushton, 2005) – and to encourage self-regulated learning (Nicol & Macfarlane-Dick, 2006), students need to have opportunities to make mistakes and to learn from them prior to summative assessment (through formative assessment and feedback). There was also firm evidence of different approaches to learning, emphasising in particular the transitional importance of the first year of study as the foundation upon which future achievement is built.Key words: feedback, formative assessment, higher education, learning
  PubDate: Sat, 11 Apr 2015 13:25:30 PDT
“Warming up” in the developmental sequence' Upward transfer
conditional on dependency status
- Authors: Cody Davidson et al.
  Abstract: The purpose of this study was to determine predictor factors of upward transfer for Kentucky community college students enrolled in a developmental algebra course. For independent students, a mother with a college degree, a declared major, a federal work-study position, greater adjusted gross income, and a higher grade point average was positively correlated with upward transfer. For dependent students, a father with a college degree, a declared major, and a higher grade point average was positively correlated with upward transfer.
  PubDate: Tue, 03 Feb 2015 08:55:32 PST

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