Reading, Writing, and Self-Efficacy of College Developmental Education Students

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-26 - Adult Literacy, Writing, and Transitions Data in Developmental Settings

Abstract

A mixed-methods assessment of a category of adult learners, college developmental education students, was conducted in a researcher-community college partnership. The assessment covered reading comprehension, sentence writing, text-based persuasive writing and summarization, self-efficacy, teacher judgments, and student retrospective reports. The collaborative development of the assessment is described. Reading comprehension scores were at the 4th-7th grade level. Holistic persuasive quality was scored 3 on a 4-point scale for 60% of participants, and analytic summarization quality was scored 8-12 out of a maximum of 16 points for 67% of participants. Student self-efficacy and matched teacher judgments tended to be above 50 on a 100-point scale. The student ratings were higher than the teacher judgments although the correlation was statistically non-significant.

Authors

• Dolores Perin, Teachers College, Columbia University

• Julia Raufman, Community College Research Center

• Hoori Santikian Kalamkarian, Community College Research Center