Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 118 of 118 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 39)
Academic Leadership Journal in Student Research     Open Access   (Followers: 5)
African Journal of Teacher Education     Open Access   (Followers: 7)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 20)
Ámbito Investigativo     Open Access   (Followers: 3)
American Journal of Engineering Education     Open Access   (Followers: 15)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 2)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 4)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Chronicle of Higher Education     Full-text available via subscription   (Followers: 33)
College Student Journal     Full-text available via subscription   (Followers: 9)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 17)
Educate~     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 6)
Ethiopian Journal of Higher Education     Open Access   (Followers: 7)
European Journal of Higher Education     Hybrid Journal   (Followers: 63)
Excellence in Higher Education     Open Access   (Followers: 45)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 10)
Higher Education for the Future     Full-text available via subscription   (Followers: 11)
Higher Education of Social Science     Open Access   (Followers: 8)
Higher Education Pedagogies     Open Access   (Followers: 26)
Higher Education Studies     Open Access   (Followers: 68)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 49)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 2)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access   (Followers: 3)
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 36)
International Journal of Engineering Pedagogy     Open Access   (Followers: 1)
International Journal of Higher Education     Open Access   (Followers: 63)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 2)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 7)
International Research in Higher Education     Open Access   (Followers: 9)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Journal for Education in the Built Environment     Open Access   (Followers: 4)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 8)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 2)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 3)
Journal of Learning Development in Higher Education     Open Access   (Followers: 41)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 28)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 13)
Journal of Teacher Education for Sustainability     Open Access   (Followers: 24)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 47)
Journal of Veterinary Medical Education     Partially Free   (Followers: 13)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 5)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 7)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 63)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 25)
Nursing Education Perspectives     Hybrid Journal   (Followers: 22)
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 3)
Perspectiva Educacional     Open Access   (Followers: 3)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 2)
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 9)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 6)
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry     Open Access   (Followers: 21)
The Qualitative Report     Open Access   (Followers: 2)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 22)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
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Practical Assessment, Research, and Evaluation
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1531-7714
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  • Iterative Cognitive Interview Design to Uncover Children's Spatial
           Reasoning

    • Authors: Thomas; Elizabeth R. et al.
      Abstract: Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through second-grade children to understand how their spatial reasoning skill development aligns with intended constructs. We describe the procedures used to gather evidence of construct relevance and improved alignment to task-based interview items through multiple pilot rounds before conducting cognitive interviews. We found improved alignment and reduced construct irrelevant variance after protocol revisions.
      PubDate: Fri, 17 Nov 2023 12:13:18 PST
       
  • Using a Bayesian Estimation to Examine Attribute Hierarchies of the 2007
           TIMSS Mathematics Test: A Demonstration Using R Packages

    • Authors: Hsu; Chia-Ling et al.
      Abstract: Correct specifications of hierarchical attribute structures in analyses using diagnostic classification models (DCMs) are pivotal because misspecifications can lead to biased parameter estimations and inaccurate classification profiles. This research is aimed at demonstrating DCM analyses with various hierarchical attribute structures via Bayesian estimation using freely available R packages, including CDM and R2jags. We illustrated a step-by-step procedure in R with an eighth-grade mathematics test from the 2007 Trends in International Mathematics and Science Study (TIMSS).
      PubDate: Wed, 23 Aug 2023 06:34:05 PDT
       
  • Seeking the Real Reliability: Why the Traditional Estimators of
           Reliability Usually Fail in Achievement Testing and Why the
           Deflation-Corrected Coefficients Could Be Better Options

    • Authors: Metsämuuronen; Jari
      Abstract: Traditional estimators of reliability such as coefficients alpha, theta, omega, and rho (maximal reliability) are prone to give radical underestimates of reliability for the tests common when testing educational achievement. These tests are often structured by widely deviating item difficulties. This is a typical pattern where the traditional Pearson correlation between items and score (Rit) may be radically deflated. Because Rit is embedded in the traditional estimators of reliability, this causes deflation in the estimates of reliability, and the magnitude of deflation may be remarkable. Within achievement testing, deflation-corrected estimators of reliability (DCER) would be better options. Instead of Rit, DCERs use other estimators of correlation as the linking factor between the item and the score variable that are less prone to deflation. Selecting wisely the linking coefficient, DCERs may give significant advance in estimating the true reliability and true standard error related to the test score.
      PubDate: Fri, 11 Aug 2023 06:29:41 PDT
       
  • Application of Two-Parameter Item Response Theory for Determining
           Form-Dependent Items on Exams Using Different Item Orders

    • Authors: Pentecost; Thomas C. et al.
      Abstract: Using multiple versions of an assessment has the potential to introduce item environment effects. These types of effects result in version dependent item characteristics (i.e., difficulty and discrimination). Methods to detect such effects and resulting implications are important for all levels of assessment where multiple forms of an assessment are created. This report describes a novel method for identifying items that do and do not display form dependence. The first two steps identify form dependent items using a differential item functioning (DIF) analysis of item parameters estimated by Item Response Theory. The method is illustrated using items that appeared in four forms (two trial and two released versions) of a first semester general chemistry examination. Eighteen of fifty-six items were identified as having item parameters that were form dependent. Thirteen of those items displayed a form dependence consistent with reasons previously identified in the literature: preceding item difficulty, content priming, and a combination of preceding item difficulty and content priming. The remaining five items had form dependence that did not align reasons reported in the literature. An analysis was done to determine if all possible instances of predicted form dependence could be found. Several instances where form dependence could have been found, based on the preceding item difficulty or content priming, were identified, and those items did not display form dependence. We identify and rationalize form dependence for thirteen of the eighteen items flagged; however, we are unable to predict form dependence for items.
      PubDate: Fri, 30 Jun 2023 13:53:37 PDT
       
  • Examination of the Aggregate Scoring Method in a Judgment Concordance Test

    • Authors: Deschênes; Marie-France et al.
      Abstract: The use of the aggregate scoring method for scoring concordance tests requires the weighting of test items to be derived from the performance of a group of experts who take the test under the same conditions as the examinees. However, the average score of experts constituting the reference panel remains a critical issue in the use of these tests. This study aims to examine the distribution of panelists’ scores on the judgment concordance test (JCT) using the aggregate scoring method. A test composed of 32 items was developed and completed by 14 experts. The mean scores of the experts were calculated based on whether their choices of response categories for the 32 JCT items were included or excluded. Descriptive statistics were conducted. The mean scores of the experts showed a difference of 5.76%, depending on the approach used. The approach that excludes the experts’ response category choices was found to be more penalizing (76.16%±8.9) than the method including their own choices (81.92%±8.1). It is recommended that researchers make their computational approaches explicit in addition to outlining the distribution of expert results retained for the purpose of determining scores in the concordance tests. Further research is required to refine our understanding of the quality of score-setting in this type of test.
      PubDate: Mon, 19 Jun 2023 13:04:22 PDT
       
  • Kernel Smoothing Item Response Theory in R: A Didactic

    • Authors: Effatpanah; Farshad et al.
      Abstract: Item response theory (IRT) refers to a family of mathematical models which describe the relationship between latent continuous variables (unobserved attribute or characteristic) and their manifestations (dichotomous/polytomous observed outcomes or responses) with regard to a set of item characteristics. Researchers typically use parametric IRT (PIRT) models to measure educational and psychological latent variables. However, PIRT models are based on a set of strong assumptions that often are not satisfied. For this reason, non-parametric IRT (NIRT) models can be more desirable. An exploratory NIRT approach is kernel smoothing IRT (KS-IRT; Ramsay, 1991) which estimates option characteristic curves by non-parametric kernel smoothing technique. This approach only gives graphical representations of item characteristics in a measure and provides preliminary feedback about the performance of items and measures. Although KS-IRT is not a new approach, its application is far from widespread, and it has limited applications in psychological and educational testing. The purpose of the present paper is to give a reader-friendly introduction to the KS-IRT, and then use the KernSmoothIRT package (Mazza et al., 2014, 2022) in R to straightforwardly demonstrate the application of the approach using data of Children’s Test Anxiety scale.
      PubDate: Fri, 26 May 2023 06:54:26 PDT
       
  • Teacher Use of Diagnostic Score Reports for Instructional Decision-Making
           in the Subsequent Academic Year

    • Authors: Clark; Amy et al.
      Abstract: Large-scale summative assessment results are typically used for program-evaluation and resource-allocation purposes; however, stakeholders increasingly desire results from large-scale K–12 assessments that inform instruction. Because large-scale summative results are usually delivered after the end of the school year, teacher use of results is reserved for the subsequent academic year. To evaluate use of summative score reports to inform instruction, we conducted a series of teacher interviews and focus groups with 17 teachers in three states. Teachers were asked to describe how they used summative results from the previous administration of a large-scale alternate assessment system in the subsequent academic year. Interview and focus-group transcripts were coded and identified themes related to when and how score reports are delivered; how teachers use results to plan instruction, formulate goals for individualized education programs (IEPs), and create instructional groupings; how teachers talk to parents about results; and what resources best support their use of score reports. Findings demonstrate preliminary support for diagnostic score report use.
      PubDate: Wed, 17 May 2023 19:28:51 PDT
       
  • Evaluating the Equality of Regression Coefficients for Multiple Group
           Comparisons: A Case of English Learner Subgroups by Home Languages

    • Authors: Yoo; Hanwook et al.
      Abstract: As the theme of the 2022 annual meeting of the American Education Research Association, cultivating equitable education systems has gained renewed attention amid an increasingly diverse society. However, systemic inequalities persist for traditionally underserved student populations. As a way to better address diverse students’ needs, it is of critical importance to understand different subgroups’ performances. In the educational measurement field, evaluating the differences among multiple groups is an important consideration in addressing fairness issues for diverse groups of students. This article offers one technique to do so. It demonstrates how commonly-used multiple regression analysis can be applied to evaluate the equivalence of predictive structure across multiple groups in place of the factor analytic approach that requires a relatively large sample size per subgroup and strong assumptions. The technique is utilized in examining the relationship between English language proficiency and academic performance of English learners in one state when the subgroups are categorized by home language. The results showed statistically significant group differences between the reference group (Spanish-speaking ELs) and other focal groups (different home-language ELs) in various levels of comparisons (model fit, model structure, and individual predictor weights). The strengths and limitations of a proposed multiple group regression (MGR) approach are discussed in the educational research context.
      PubDate: Wed, 29 Mar 2023 06:23:46 PDT
       
  • Applying a Contrasting Groups Standard Setting Methodology to a
           Large-Scale Performance Assessment Program Used for Accountability

    • Authors: Evans; Carla M.
      Abstract: Large-scale performance assessment programs are a longstanding reform tool. However, standard setting can be a challenge for assessment programs that use primarily non-standardized assessments. The purpose of this paper is to extend this field of research by explaining the standard setting methodology applied to one more recent instantiation of a state performance assessment program. The second purpose of this paper is to discuss the data quality control and quality assurance challenges experienced after five years of applying the standard setting method. Recognizing the burgeoning interest again in large-scale performance assessment programs, the goal and intended contribution of this paper is to inform future decisions about selecting appropriate standard setting methods and dealing with unanticipated challenges that may arise during implementation based upon the lessons learned from one program. It is likely that other large-scale performance assessment programs may face similar operational challenges, especially those that do not rely on standardized tests or standardized administration procedures to produce annual determinations of student proficiency or other scores used for accountability purposes. Assessment system designers can use the insights in this paper to consider standard setting methods and how those methods may need to be adapted to promote technical quality.
      PubDate: Mon, 13 Mar 2023 17:08:34 PDT
       
  • A Method for Converting 4-Option Multiple-Choice Items to 3-Option
           Multiple-Choice Items Without Re-Pretesting

    • Authors: Wolkowitz; Amanda A. et al.
      Abstract: The purpose of this study is to introduce a method for converting scored 4-option multiple-choice (MC) items into scored 3-option MC items without re-pretesting the 3-option MC items. This study describes a six-step process for achieving this goal. Data from a professional credentialing exam was used in this study and the method was applied to 24 forms of the exam. The results found 100% accuracy in predicting the rounded passing score for all forms.
      PubDate: Tue, 14 Feb 2023 17:18:42 PST
       
  • Using Cumulative Sum Control Chart to Detect Aberrant Responses in
           Educational Assessments

    • Authors: Wan; Siyu et al.
      Abstract: Statistical process control (SPC) charts have been widely used in the field of educational measurement. The cumulative sum (CUSUM) is an established SPC method to detect aberrant responses for educational assessments. There are many studies that investigated the performance of CUSUM in different test settings. This paper describes the CUSUM procedure and shows how it can be used to monitor the test-taking process and detect aberrant responses. It aims to provide an accessible guide for the CUSUM control chart.
      PubDate: Tue, 14 Feb 2023 12:02:57 PST
       
  • Informative Hypothesis for Group Means Comparison

    • Authors: Tan; Teck Kiang Dr.
      Abstract: Researchers often have hypotheses concerning the state of affairs in the population from which they sampled their data to compare group means. The classical frequentist approach provides one way of carrying out hypothesis testing using ANOVA to state the null hypothesis that there is no difference in the means and proceed with multiple comparisons if the null hypothesis is rejected. As this approach is not able to incorporate order, inequality, and direction into hypothesis testing, and neither does it able to specify multiple hypotheses, this paper introduces the informative hypothesis that allows more flexibility in stating hypothesis testing and is directly targeted to address and state the researcher’s study concern. The two new hypothesis terms under the informative hypothesis framework, the unconstrained and complementary hypotheses are introduced, and the approaches to state the level of evidence using the Bayes factor and Generalization AIC are elaborated. As this hypothesis conception is relatively new and the literature was mostly technical, the main aims of the paper are to introduce this conception, offer a general guideline, and provide an easy-to-read approach to the procedure with practical examples of carrying out this hypothesis approach and contrast it to the frequentist, using the R package.
      PubDate: Sat, 07 Jan 2023 17:03:18 PST
       
  • The argument-based validation of a large-scale high-stakes vocabulary test

    • Authors: Rafatbakhsh; Elaheh et al.
      Abstract: The purpose of this study was to investigate the validity of the vocabulary subsection of a high-stakes university entrance exam for PhD programs using the argument-based approach. All the three different versions of the test administered in a period of five years and the responses of 12500 test-takers were studied. The study focused on four inferences of domain definition, evaluation, generalization and explanation mainly using corpus linguistics, the Rash measurement model and factor analysis. The results indicated substantial threats to the validity of the test in terms of vocabulary choice, item difficulty, item discrimination, construct representation, and reliability.
      PubDate: Fri, 18 Nov 2022 16:48:17 PST
       
  • Including homework and employability skills in class grades: An
           investigation of equitable grading outcomes in an urban high school

    • Authors: Griffin; Robert et al.
      Abstract: Historically, race and poverty have been contributing factors when considering gaps among students in their academic achievement. The purpose of this study was to determine how employability and homework scores within traditional points and percentages weighted grading models impact grades from an equity lens. This study analyzed 779 students’ semester math grades at an urban high school to see if students’ grades were inflated or deflated due to including homework and employability scores in the grade. Final grades which included homework and employability points were compared to each student’s overall summative assessment scores to determine grade inflation or deflation. The study then analyzed if including homework and employability points in the grade helped or hurt student’s grades based on race and socio-economic factors. In comparing grading results based on students' socio-economic statuses, there were statistically significant differences (p
      PubDate: Fri, 18 Nov 2022 16:43:01 PST
       
  • Developing Formative Assessment Practices in Instruction: Recommendations
           from a Meta-Aggregation

    • Authors: Lolkus; Michael et al.
      Abstract: Secondary mathematics teachers’ use of formative assessments have shown promise for developing models of their students’ mathematical thinking and informing their instruction. While the complexities of secondary mathematics teachers’ formative assessment practices are often captured in qualitative research, there is a critical need for synthesized recommendations to connect formative assessment theory to practice. In a meta-aggregation synthesis from 11 qualitative manuscripts, we explored in-service teachers’ formative assessment practices in US secondary mathematics classrooms. Our synthesis led to nine recommendations for in-service secondary mathematics teachers throughout three phases of their instruction: (a) prior to gathering evidence of student thinking; (b) while gathering, supporting, and responding to student thinking; and (c) reflecting on formative assessment practices. We close with connections to equitable teaching practices in secondary mathematics classrooms.
      PubDate: Wed, 12 Oct 2022 17:07:58 PDT
       
  • Rough Set Theory (RST) Data Analysis with R and its Application on
           Studying Relative Significances of Self-Regulated Learning (SRL)
           Strategies of Gifted Students

    • Authors: Fung; Tze-ho et al.
      Abstract: AbstractRough set theory (RST) was proposed by Zdzistaw Pawlak (Pawlak,1982) as a methodology for data analysis using the notion of discernibility of objects based on their attribute values. The main advantage of using RST approach is that it does not need additional assumptions – like data distribution in statistical analysis. Besides, it provides efficient algorithms and tools for finding hidden patterns. Despite its advantages, the adoption of RST in educational research is still limited, which may be due to limited quality software available for RST. Recently, the RoughSets package in R statistical system has been developed (Riza et al., 2014), providing various utilities of the RST methods. In the paper, we will first describe the basic RST concepts and steps of data analysis under RST. We will then apply RST to a study, which aimed to determine the relative significance of various SRL strategies used by student participants, so as to illustrate the steps of data analysis using the RoughSets R package. From the illustration, it is expected that more researchers in the field of education will be encouraged to try RST methods in their own studies.Keywords: rough set theory, discernibility, RoughSets R package, online learning, self-regulated learning strategies
      PubDate: Wed, 28 Sep 2022 05:33:54 PDT
       
  • Developing and Refining a Model for Measuring Implementation Fidelity for
           an Instructionally Embedded Assessment System

    • Authors: Kobrin; Jennifer L. et al.
      Abstract: We developed a six-step iterative process for developing and evaluating a model of implementation fidelity appropriate for use in an instructionally embedded assessment system. Our work explicitly connects the literature on theories of actions for assessment systems with the implementation fidelity literature originating from the program evaluation field. The steps include (a) developing a logic model identifying critical and optional implementation components; (b) identifying process data and indicators from the assessment system to represent each component; (c) developing hypotheses about expected patterns in the indicators representing different levels of implementation fidelity and identifying criteria for defining implementation levels; (d) conducting analyses to test the hypotheses; (e) using the results to refine the indicators and criteria; and (f) evaluating strength of the evidence and identifying gaps. This process facilitates measuring action mechanisms and making and testing hypotheses about how critical implementation components are related to intended outcomes of an assessment. Studying implementation fidelity for assessment systems can help us better understand how teachers use assessment results and where additional support may be needed. This work can also help evaluate the extent to which instructionally embedded or formative assessments are implemented as intended and that all students are provided with sufficient opportunity to demonstrate what they have learned.
      PubDate: Wed, 14 Sep 2022 08:49:08 PDT
       
  • Assumptions Underlying Performance Assessment Reforms Intended to Improve
           Instructional Practices: A Research-Based Framework

    • Authors: Wellberg; Sarah et al.
      Abstract: There is renewed interest around including performance assessments in state and local assessment systems to spur positive changes in classroom instruction and student learning. Previous research has identified the external conditions that mediate the role of assessment in changing instructional practices. We extend that work by focusing on the internal classroom conditions that support improvements in student learning. We identified six key instructional practices from three teacher quality frameworks that may result from policy changes that include complex, performance-based assessments. For each practice, we explored the bidirectional relationships among the instructional core of students, teachers, and content. We argue that altering these relationships requires teachers and students to have both the disposition and the capacity to change, and we identify the assumptions that need to hold in order for those changes to occur in response to the inclusion of performance assessments in state and/or local assessment systems.
      PubDate: Wed, 07 Sep 2022 17:33:14 PDT
       
  • Adapting Paper-Based Tests for Computer Administration: Lessons Learned
           from 30 Years of Mode Effects Studies in Education

    • Authors: Lynch; Sarah
      Abstract: In today’s digital age, tests are increasingly being delivered on computers. Many of these computer-based tests (CBTs) have been adapted from paper-based tests (PBTs). However, this change in mode of test administration has the potential to introduce construct-irrelevant variance, affecting the validity of score interpretations. Because of this, when scores from a CBT are to be interpreted in the same way as a PBT, evidence is needed to support the reliability and validity these scores (AERA et al. 2014). Numerous studies have investigated the impact of changing the mode of test delivery from paper to computer, not only in terms of their psychometric properties, but also with regard to possible sources of construct-irrelevant variance. This article summarizes the main lessons learned from mode effects studies in education over the past 30 years and discusses some of the questions remaining.
      PubDate: Thu, 25 Aug 2022 12:18:10 PDT
       
  • Building Intrapersonal Competencies in the First-Year Experience:
           Utilizing Random Forest, Cluster Analysis, and Linear Regression to
           Identify Students’ Strengths and Opportunities for Institutional
           Improvement

    • Authors: Bresciani Ludvik; Marilee et al.
      Abstract: Leveraging research that illustrates the importance of intrapersonal competency cultivation and its correlation with institutional performance indicators of student success such as end-of-term cumulative GPA, persistence, and academic probation, our team set out to conduct an analysis on the effectiveness of a 1-unit credit/no-credit first-semester, first-year student seminar course. The course was designed to cultivate specific intrapersonal competency gains using a pre- and post-assessment design. Using a supervised Random Forest method and cluster analysis, the team expected to find unique differences in intrapersonal competency pre-, matched pre- and post-, and post-assessment inventory scores in a way where course design improvements could be made for specific student identities and their intersections. This manuscript focuses on the post-assessment analysis only, where the team found identifiable differences in small populations of identity groups. As such, this methodology asserts a plausible way to identify equity gaps when specific underrepresented identities are small in number and also explains how intrapersonal competencies can be better cultivated by the university for those underserved students.
      PubDate: Mon, 15 Aug 2022 16:38:26 PDT
       
 
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  Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 118 of 118 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 39)
Academic Leadership Journal in Student Research     Open Access   (Followers: 5)
African Journal of Teacher Education     Open Access   (Followers: 7)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 20)
Ámbito Investigativo     Open Access   (Followers: 3)
American Journal of Engineering Education     Open Access   (Followers: 15)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 2)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 4)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Chronicle of Higher Education     Full-text available via subscription   (Followers: 33)
College Student Journal     Full-text available via subscription   (Followers: 9)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 17)
Educate~     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 6)
Ethiopian Journal of Higher Education     Open Access   (Followers: 7)
European Journal of Higher Education     Hybrid Journal   (Followers: 63)
Excellence in Higher Education     Open Access   (Followers: 45)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 10)
Higher Education for the Future     Full-text available via subscription   (Followers: 11)
Higher Education of Social Science     Open Access   (Followers: 8)
Higher Education Pedagogies     Open Access   (Followers: 26)
Higher Education Studies     Open Access   (Followers: 68)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 49)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 2)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access   (Followers: 3)
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 36)
International Journal of Engineering Pedagogy     Open Access   (Followers: 1)
International Journal of Higher Education     Open Access   (Followers: 63)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 2)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 7)
International Research in Higher Education     Open Access   (Followers: 9)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Journal for Education in the Built Environment     Open Access   (Followers: 4)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 8)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 2)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 3)
Journal of Learning Development in Higher Education     Open Access   (Followers: 41)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 28)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 13)
Journal of Teacher Education for Sustainability     Open Access   (Followers: 24)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 47)
Journal of Veterinary Medical Education     Partially Free   (Followers: 13)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 5)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 7)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 63)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 25)
Nursing Education Perspectives     Hybrid Journal   (Followers: 22)
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 3)
Perspectiva Educacional     Open Access   (Followers: 3)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 2)
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 9)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 6)
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry     Open Access   (Followers: 21)
The Qualitative Report     Open Access   (Followers: 2)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 22)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

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