Assessing College Students' Quantitative and Scientific Reasoning: The James Madison University Story

Hathcoat, John D.; Sundre, Donna L.; Johnston, Mary M.

doi:10.5038/1936-4660.8.1.2

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…The social skills module's curriculum, objective and learning outcome should be the basis for each instrument's items. It is against the law to alter the learning goal, objective, or outcome to comply with the curriculum (Hathcoat et al, 2016).…”

Section: Designmentioning

confidence: 99%

The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application

Ibrahim,

Mohamed,

Kassim

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">An earlier study found that assistive technology based on mobile applications significantly improved how social skills were taught to and learned by autism spectrum disorder (ASD) children. Nevertheless, the content of the existing mobile applications is inadequate for capturing the diversity of Malaysian culture, making it unacceptable for local use. Considering cultural norms is a factor in developing social skills in ASD children. It is therefore necessary to develop new assistive technology based on mobile applications that consider Malaysian cultural norms. As a result, the Multimedia Interactive Social Skills Module (MISSM) application was created based on the Addie Model, which offers a systematic process for assisting in developing successful instructional material by fusing instructional theory with learning theory. The MISSM application is based on Malaysia's current social skills curriculum, which helps ASD children become socially competent. Hopefully, it will help them develop better social skills and achieve academically. Finally, local culture-sensitive material for assistive technology based on mobile applications would support Malaysia's adoption of a technology-based teaching and learning strategy and contribute to a better understanding of social skills.</p>

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Section: Designmentioning

confidence: 99%

The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application

Ibrahim,

Mohamed,

Kassim

et al. 2023

EUROPEAN J ED RES

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“…For instance, students who have yet to take any courses in a general education program are compared to students who have partially completed or fully completed the program (as shown for our American History and Political Science requirement in Table 4. 1 (See also Hathcoat, Sundre, & Johnston, 2015, Tables 6 and 7.) Furthermore, we consider score differences among students who have completed their requirements elsewhere (e.g., transfer credits, Advanced Placement credits), allowing us to explore the impact of non-JMU coursework.…”

Section: Most Importantly Fall Assessmentmentioning

confidence: 99%

University-Wide Assessment Days: The James Madison University Model

Pastor¹,

Foelber²,

Jacovidis³

et al. 2019

AIR Professional File

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James Madison University has used dedicated Assessment Days for more than 30 years to collect longitudinal data on student learning outcomes. Our model ensures all incoming students are tested twice: once before beginning classes and again after accumulating 45-70 credit hours. Although each student completes only four instruments during a 2-hour testing period, 25 different assessments are administered, thereby allowing for the examination of student growth on a variety of different outcomes. This article describes our model and outlines the logistics involved in planning for Assessment Day, including the physical and human resources needed for its success. We also address changes we have made over the years and the challenges we continue to encounter. Our intention is to share lessons learned and encourage readers to consider how our model might be adapted for the assessment of programs both large and small at their own institutions.

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“…Numerous studies have identified general education and/or introductory science courses as venues with the potential to complement the development of numerical skills (e.g., Powell and Leveson 2004, Bray Speth et al 2010, Hester et al 2014, Hathcoat et al 2015. For several decades now, much of the dialogue surrounding the teaching of general education introductory science courses has been focused on instilling "science literacy" (Rutherford andAhlgren 1991, DeBoer 2000).…”

Section: Why General Education Science Courses?mentioning

confidence: 99%

The Quantitative Reasoning for College Science (QuaRCS) Assessment, 1: Development and Validation

Follette¹,

McCarthy²,

Dokter³

et al. 2015

Numeracy

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Science is an inherently quantitative endeavor, and general education science courses are taken by a majority of college students. As such, they are a powerful venue for advancing students' skills and attitudes toward mathematics. This article reports on the development and validation of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a numeracy assessment instrument designed for college-level general education science students. It has been administered to more than four thousand students over eight semesters of refinement. We show that the QuaRCS is able to distinguish varying levels of quantitative literacy and present performance statistics for both individual items and the instrument as a whole. Responses from a survey of forty-eight Astronomy and Mathematics educators show that these two groups share views regarding which quantitative skills are most important in the contexts of science literacy and educated citizenship, and the skills assessed with the QuaRCS are drawn from these rankings. The fully-developed QuaRCS assessment was administered to nearly two thousand students in nineteen general education science courses and one STEM major course in early 2015, and results reveal that the instrument is valid for both populations.

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Assessing College Students' Quantitative and Scientific Reasoning: The James Madison University Story

Cited by 6 publications

References 10 publications

The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application

The Assistive Technology for Teaching and Learning of Social Skills for Autism Spectrum Disorder Children: Multimedia Interactive Social Skills Module Application

University-Wide Assessment Days: The James Madison University Model

The Quantitative Reasoning for College Science (QuaRCS) Assessment, 1: Development and Validation

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