Estimating the Effect on Grades of Using Multiple-Choice Versus Constructive-Response Questions: Data From the Classroom

This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on individual students in introductory economics classes at a large public university. We note that the instructors of these classes made conscientious efforts to write CR questions that assessed higher levels of learning (Bloom, 1956 Bloom, B. S. 1956. Taxonomy of educational objectives: The classification of educational goals, handbook 1: Cognitive domain. New York: McKay..  [Google Scholar]). Despite this, we find relatively little difference in grade outcomes. Our analysis suggests that switching from an all-CR assessment to an all-MC assessment would produce grade variations that are similar to the differences that are observed for students across different tests. Although other studies have focused on test scores, frequently AP test scores, our study is the first to focus attention on university grades. We hope that our inability to identify substantial benefits to CR questions in terms of grades will stimulate further research to identify substantive benefits from using the more costly CR questions.     

Confirming the Factor Structure of the Cognitive Test Anxiety Scale: Comparing the Utility of Three Solutions

This study validated the factor structure of a popular assessment of learner's cognitive test anxiety. Following recent findings in a study with Argentinean students' use of the Spanish version of the Cognitive Test Anxiety Scale (CTAS), this study tested the factor structure using data from 742 students who completed the original English version in the United States. Comparison of three confirmatory factor analyses confirmed the prior finding that reverse-coded items included in the original CTAS produced a second factor that did not add to the model fit for the CTAS. In addition, the results identified that a reduced length (17-item) version of the CTAS that removed all reverse-coded items was preferable to the two-factor solution for the full scale. Implications for assessment of test anxiety as well as the use of reverse-coded items in self-report survey research are discussed.     

THE ROLE OF COMMUNITY COLLEGES IN THE TRAINING AND EDUCATION OF LAW ENFORCEMENT AND CORRECTIONS PERSONNEL: A CURRICULUM FOR THE 21st CENTURY

Community colleges are in a unique position to meet the education and training needs of law enforcement and corrections personnel for the next century. The nature of the community college allows the proper blend of vocational and formal education in the design of a common curriculum to meet the needs of law enforcement. Location and cost also become factors as agencies attempt to stretch their training budgets. The community colleges have the flexibility and the resources to meet the needs of law enforcement for a practical, affordable, quality, and achievable education for employees in pre‐service, academy, and in‐service status.     

BETTER COLLEGE INFORMATION FOR STUDENTS: THE ROLE OF THE STATE TWO‐YEAR COLLEGE AGENCY

Prospective two‐year college students often lack adequate information on the range of educational alternatives available to them. Increasingly, state level agencies are playing a role in responding to that need. This article reports on a. national study of state two‐year college agencies to determine the extent and comprehensiveness of the postsecondary educational information they provide to students. Results indicate that most states have information they send to prospective students, but it varies widely in quality and often overlooks information students say they want to know. States with model information are identified.     

MENTORING BY THE COMMUNITY COLLEGE PROFESSOR: ONE ROLE AMONG MANY

The process of mentorship in relationship to the community college professor and the potential to improve and enhance the teaching and learning process is explored in this article. This article suggests that not all community college professors are psychological or intellectually disposed to being or becoming a good mentor. It is put forth that mentoring is a subrole of the community college professor. A framework for understanding the “complete mentor” process, as developed by Cohen (1993) Cohen, N. H. 1993. The development and validation of the principles of adult mentoring scale for faculty mentoring in higher education Philadelphia, PA Unpublished doctoral dissertation, Temple University [Google Scholar], is presented. Implications for practice are offered in a manner that connects the community college professor as mentor with enhancing the instructional process through the nurturing teaching perspective.     

THE WESTERN NORTH CAROLINA TECHNOLOGY CONSORTIUM: A COLLABORATIVE APPROACH TO BRIDGING THE DIGITAL DIVIDE

Community college presidents face an uphill struggle in preparing their institutions for the rapidly changing technological learning environment. Visionary presidents in rural community colleges are presented with yet another challenge: that of finding themselves on the wrong side of the digital divide. This article describes how presidents of 12 rural community colleges in the mountains of western North Carolina formed a technology consortium to collaboratively address critical technology issues. Integral steps in the joint venture were a combined assessment and planning process authorized by the presidents, formation of the Western North Carolina Technology Consortium, and an e-commerce project designed to meet the needs of small busi-nesses and entrepreneurs in the region. Lessons learned and implications for practice are presented for community college presidents seeking ways to collaborate.