Gifted students' individual differences in distance-learning computer-based calculus and linear algebra

We examine student performance in computer-based calculus and linear algebra courses offered by Stanford University to pre-college students of high mathematical ability. Our analysis puts special emphasis on modeling student performance over time and on capturing long-term trend effects. The sequential nature of students' responses to course exercises is characterized through the use of stochastic and nonlinear models. We find that student performance varies widely within this group for a variety of different measures, including error rates, times to completion, progress rates, and latency of response. In addition, we measure the informational efficiency of the courses through a Markov order analysis of student response sequences. For the performance measures studied, the 75th and the 25th percentile of sampled values differ by a factor of approximately two. We also find that there is little correlation among the performance measures, which suggests that student performance in this ability range may not be well characterized by any single performance measure or ability parameter.     

Educational Quality Assurance in Universities: an enhanced model

In the last decade or so there has been a proliferation of literature(s) concerning quality assurance (QA) in a variety of contexts. The literatures which have primary relevance to higher education span a range of disciplines or transdisciplines, including management science and development evaluation, organisational behaviour and change, and the study of higher education. While evolution has occurred in approaches to QA in many institutions, piecemeal, non‐systemic or poorly planned and integrated approaches are still common. This paper distils some key ideas from the literatures on QA and higher education culture and practice and proposes a model for educational quality assurance (EQA). The model is evolutionary, in that it (1) is built on and integrates ideas from research, practice and case evidence; (2) integrates key elements of educational environments which influence the quality of climate, process and outcome, but which are often not strongly linked in QA strategies or systems; and (3) has continual quality improvement in student learning at its heart and as its primary goal, with accountability as an important consequence.     

Higher Education in the Republic of Ireland: Participation and Performance

This paper describes the expansion and diversification of higher education in the Republic of Ireland and examines some of the principal characteristics of higher education entrants. It is estimated that in 1995, some 43 per cent of the age cohort entered the full-time higher education system in the Republic of Ireland with a further 5 per cent enrolling in UK colleges. While these increasing admission rates have been fuelled by rising completion rates at second level they reflect, primarily, rising transition rates into higher education from those who complete the Leaving Certificate. The greater part of the expansion has taken place in the non-university sector which is characterised by a preponderance of sub-degree programmes, heavily concentrated in the areas of Business Studies, Engineering and Applied Science. A noticeable feature of higher education admissions is the low percentage of older students. The great majority come directly from school with increasingly high levels of attainment in the Leaving Certificate reflecting stiff competition for places, especially in the university sector. While there continues to be large disparities by socioeconomic group in access to higher education, the most recent data point to some reduction in equality. Western counties have consistently had higher third level admission rates with lower rates in eastern counties, including Dublin, and border counties.     

Measuring change in career counseling: Validation of the <Emphasis Type="Italic">Career Futures Inventory</Emphasis>-<Emphasis Type="Italic">Revised</Emphasis>

This retrospective chart review study examined the factor structure of the Career Futures Inventory-Revised (CFI-R; Rottinghaus et al. in J Career Assess 20:123–139, 2012) and its utility as a career counseling outcome measure using a sample of 332 clients from a university career center. The CFI-R examines career agency and other career adaptability dimensions germane to clients’ career concerns. Confirmatory factor analysis results supported the proposed factor structure. Changes in CFI-R scale scores are reported for 116 clients who received counseling. The use of the CFI-R as an effectiveness outcome measure for individual, group, and classroom career interventions is addressed.     

Assessment of Student Performance: a framework for improving practice

Assessment of student performance and the evaluation of courses and teaching are critical elements in the teaching‐learning environment and are central to each higher education institution's mission of preparing students for the future. There are increasing internal and external pressures for institutions to review and improve their practice in this area. While a vast knowledge‐base exists to inform good practice in assessment of student performance, change in practice seems to be slow. A framework for improving assessment practice, based on a simple quality management model, is provided as are some examples which illustrate application of the model/framework. Some suggestions are also made about support mechanisms and resources required for effecting significant improvement to practice.     

Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives

In recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.     

The evolutionary design of a Knowledge Network to support knowledge management and sharing for lifelong learning

Knowledge Management (KM) and knowledge sharing are important factors that support lifelong learning, and enable people to continue developing throughout their careers. The concept of a Community of Practice ( Wenger, 2000 ) is attractive in drawing together people whose work shares similar aspects, and consideration is given here to how technology can be used to develop and support such a community. In this paper, concepts from the Community of Practice literature are used to consider the development of a software environment for people working as a community in the area of lifelong learning. The intention was to design the system in an evolutionary way, using a minimal set of essential elements which would be elaborated according to user feedback. Three key design questions are considered: Who can contribute resources to such a system? What happens to existing practices? How is the community engaged? We conclude that, in lifelong learning, knowledge management supported by a software environment offers a good way to bring together communities, resources and experience, but to achieve these benefits, great care needs to be exerted in introducing the system and maintaining existing work practices.