Dimensional Analysis of Short Answer Essay Responses to Assess a High-Impact Course (poster 1)

dc.contributor.authorKokensparger, Brianen_US
dc.date.accessioned2016-10-26T18:50:04Z
dc.date.available2016-10-26T18:50:04Z
dc.date.day6
dc.date.issued2016-10-06
dc.date.monthOctober
dc.date.year2016
dc.description.abstractHigh impact experiential courses are often difficult to assess, because it is difficult to link the treatment in the course (e.g., a hands-on lab activity) to student learning outcomes. A digital circuit lab was introduced as an experiential component in Creighton University's CSC 414 (Computer Organization) course. To assess a possible increase in student learning supported by this addition, a pre-/post-test of short answer essay questions was administered in the treatment semester. The same instrument had been offered in a prior semester. The student responses were compared between pre- and post-offerings and also between the treatment and non-treatment semesters. This poster presents some of the dimensions available when using short answer essay responses employed in a pre-/post-test instrument, and how effectively some dimensions provide evidence of student learning over others. In general, item completion and word count dimensions are ineffective for providing evidence of student learning, while some linguistic dimensions (such as the general use of technical words, cognitive words, and specific terms used within the profession) are more effective.en_US
dc.identifier.otherposter 01
dc.identifier.urihttp://hdl.handle.net/10504/92470
dc.language.isoen_USen_US
dc.publisherCreighton University, Office of Academic Excellence and Assessmenten_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.subject.otherPosteren_US
dc.titleDimensional Analysis of Short Answer Essay Responses to Assess a High-Impact Course (poster 1)en_US
dc.title.workAssessment Symposium, Fall 2016;en_US
dc.typePoster
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