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Measuring College-Level Skills
Sun, April 6, 10:35am to 12:05pm, Convention Center, Floor: 100 Level, 117Session Type: Paper Session
Abstract
Higher education stakeholders are interested in measuring college-level skills such as critical thinking. To do so, however, they must understand the factors impacting how these skills are measured as well as how the results are used. During this session five papers will be presented that examine measurement error in assessing critical thinking, the role of student attitudes and motivation in low stakes assessments and in particular, student motivation on a commonly-used measure of college-level skills; and the use of commonly-used measures of college-level skills to make institutional comparisons.
Sub Unit
Chair
Papers
A Strategy for Increasing Student Motivation on Low-Stakes Assessments - Zachary George Charles Kornhauser, Council for Aid to Education; Jillian Minahan, Fordham University; Karen L. Siedlecki, Fordham University; Jeffrey T. Steedle, Pearson
Assignments as a Source of Error in Critical-Thinking Assessment - John David Hathcoat, James Madison University; Jeremy Penn, Oklahoma State University
Relationship Between Students’ Attitudes and Performance on Accountability Tests in Higher Education: A Path Model - Anna Zilberberg, Evaluation Systems, Pearson; Sara J. Finney, James Madison University
Research-Based Methodological Concerns About Using Standardized Tests of Generic Skills to Make Institutional Comparisons - Mehary Tadesse Stafford, The University of Texas System; Trudy W. Banta, Indiana University - IUPUI
Test Administration Procedures and Their Relationships With Effort and Performance on a College Outcomes Test - Jeffrey T. Steedle, Pearson; Doris Zahner, Council for Aid to Education; Heather Kugelmass, Princeton University