Examining the Predictive Power of the Diagnostic Assessment and Achievement of College Skills

• In Event: Beyond Borders: Global Learning and Student Achievement

Abstract

The Diagnostic Assessment and Achievement of College Skills (DAACS) is a suite of technological and social supports designed to assess and provide feedback to students about their reading, writing, mathematics, and self-regulated learning skills. We examine the ability of DAACS to predict student success at two institutions: The University at Albany – SUNY (UA; n = 2,259) and University of Maryland Global Campus (UMGC; n = 15,768). The results revealed that most DAACS variables, including the four assessments and feedback page views, were significantly correlated with GPA. DAACS only predicts GPA above and beyond demographic variables and prior achievement at UA, while at UMGC it does not. Explanations, limitations, and the significance of these findings are explored.

Authors

• David W. Franklin, Diagnostic Assessment and Achievement of College Skills (DAACS)

• Elie Chingyen Yu, University at Albany - SUNY

• Piet Wesling, University at Albany - SUNY

• Angela M. Lui, CUNY - School of Professional Studies

• Jason Bryer, City University of New York

• Timothy J. Cleary, Rutgers University