Assessing Undergraduate Learning Outcomes Between Accelerated Degree and Traditional Student Populations

Rawls, Janita; Hammons, Stacy A.

doi:10.1080/07377363.2012.687298

Cited by 6 publications

(5 citation statements)

References 40 publications

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“…The research presented herein builds upon previous studies which examined the engagement of accelerated degree students as compared to conventional undergraduate students (Price and Baker 2012;Rawls and Hammons 2012). However, the present study also extends prior research by exploring the extent to which within-group differences, specifically with regard to class level, may exist for conventional and accelerated degree programme students' engagement in activities promoting critical thinking and oral and written communication.…”

Section: Introductionmentioning

confidence: 81%

“…Ideally, there should not be any significant differences between the seniors based on instructional formats. Alternatively, seniors in the accelerated format may be engaging in more critical thinking due to greater maturity or differential cognitive processes more prevalent in middle adulthood (Rawls and Hammons 2012). These possibilities need to be explored further.…”

Section: Discussionmentioning

confidence: 99%

“…The design of the courses also differ, with accelerated degree classes involving more experiential learning, application of course content to the students' immediate lives, concentrated and uninterrupted focus on the topic under investigation, and more interaction between students through the creation of cohort learning communities (Kasl and Yorks 2002;Kasworm 2003;Kiely, Sandmann, and Truluck 2004;Scott 2003;Spaid and Duff 2009;Wlodkowski 2003). Research disaggregating the student experience by the instructional format of accelerated as compared to conventional include Price and Baker (2012), Rawls and Hammons (2012), and Wyatt (2011).…”

Section: Instructional Formatmentioning

confidence: 96%

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Disaggregating assessment to close the loop and improve student learning

Rawls

Hammons

2014

Assessment & Evaluation in Higher Education

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This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were examined. Within-and between-group learning outcome differences with freshmen and seniors in both instructional formats were tested to determine if instructional goals were met and student learning transpired. A quantitative, single case analysis method was used to determine significance with the items relating to these outcomes. Results indicated that seniors in both instructional formats typically reported greater engagement scores than freshmen, and that accelerated students tended to report more engagement than their conventional counterparts. These findings were most robust for the critical thinking outcome. Ramifications for student learning and relevant instructional formats are then explored, so as to close the loop with assessment.

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Section: Introductionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Instructional Formatmentioning

confidence: 96%

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Disaggregating assessment to close the loop and improve student learning

Rawls

Hammons

2014

Assessment & Evaluation in Higher Education

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“…Whilst research in block teaching and learning has seen an increase in the past few years because of the raise in block delivery previously mentioned, it remains a rather novel approach that needs exploration. Research to date has focused primarily on the comparison between traditional and intensive courses (Kucsera & Zimmaro, 2010;Rawls & Hammons, 2012) or students and academic staff perspectives of intensive courses (Burton et al, 2002;Dixon et al, 2021;Kwan, 2022). However, given that the possible benefits of block mode have been confirmed in previous research, a move towards a deeper analysis that allows one to identify effective practices in block pedagogy seems imperative.…”

Section: Literature Reviewmentioning

confidence: 99%

Effective Assessment in a Block Pedagogy

Buck,

Vieira Braga,

Ortiz Granero

2023

JBILT

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Block mode of delivery, also known as intensive mode, has increasingly been adopted by courses in higher education institutions (HEIs) in recent years. This surge has been attributed to the efforts of HEIs to adapt to the changing student population, which involves a diverse student population, as well as the evolving education landscape, recently impacted by the COVID-19 pandemic. The distinctive nature of a block delivery model, and the impact of demographic, contextual and disciplinary factors on assessment performance makes an evaluation of student achievement in a block pedagogy a critical area of focus. The study presented here explores the impact of different types of summative assessment on student achievement in a block mode of delivery implemented across the different courses in a UK-based HEI. This is achieved using a quasi-experimental design, involving independent sample t-tests. The study firstly compared first and second year students’ grades in modules where summative assessment had been adapted for block, with students’ grades from the same modules that were traditionally taught in the previous year; and secondly examined the impact of different types of summative assessment in block delivery on students’ grades. Results indicate that adapting the type of assessment for block delivery had no statistically significant difference on students’ final grades. However, when comparing different types of summative assessments in block delivery, students achieved higher grades in time-constrained and multiple summative assessments, compared to single final essays (p<0.001 and Cohen’s d>0.5). The results from this study indicate that the type of summative assessment has an impact on students’ academic success and, therefore, this should be at the heart of staff training and curriculum design when adopting block delivery.

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“…NONTRADITIONAL AND MINORITY STUDENT POPULATIONS Nontraditional students account for anywhere from 44% to 74% of the undergraduate population at colleges and universities depending on the year of the data source (Rawls and Hammons, 2012;Guidry, 2018). However, nontraditional students have lower persistence rates than their traditionalaged counterparts.…”

Section: Introductionmentioning

confidence: 99%

Stackable Programs: Leading the Way for Success for Nontraditional and Underrepresented Students

Buck

2023

The Journal of Technology, Management, and Applied Engineering

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Changes in the economy and decreases in enrollment have changed the landscape of higher education and caused a shift in the demographics of the students who are currently enrolled. Colleges are no longer recruiting or enrolling the traditional student; instead, it is nontraditional and underrepresented students who are seeking new skills that degrees or certificates can provide. Stackable degrees can provide a solution or alternative to assist colleges and students within this changing landscape. Stackable degrees are credentials that recognize achievement on a smaller scale. These degrees provide students and universities a win-win opportunity by increasing program enrollment and credentials awarded to students. This article will explore one university’s approach to offering stackable credentials. Researchers conducted a meta-analysis comparison study of stackable programs and traditional programs available. Results showed that buildable programs had a significant impact on enrollment for nontraditional students as well as the number of credentials awarded.

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Assessing Undergraduate Learning Outcomes Between Accelerated Degree and Traditional Student Populations

Cited by 6 publications

References 40 publications

Disaggregating assessment to close the loop and improve student learning

Disaggregating assessment to close the loop and improve student learning

Effective Assessment in a Block Pedagogy

Stackable Programs: Leading the Way for Success for Nontraditional and Underrepresented Students

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