Retention Study of Classroom Boating Safety Courses
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1) The document summarizes a retention study investigating how much knowledge participants retained 4 months after completing boating safety courses, either online or in a classroom. 2) Preliminary findings showed a statistically significant but small decrease in test scores between initial and follow-up testing, indicating fairly good retention on average. 3) Early results also suggested retention may differ by age, boating frequency, gender, and state, warranting further study with a larger sample size as data collection continued.
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60, Li, comparing quality assurance mechanisms for student learning outcomes ...
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PRAB: R Vanderslice 10 24 08
The document discusses the Program Review Advisory Board (PRAB) and the program review process for Cameron University. It provides details on PRAB responsibilities, compensation, the review process, affiliated and non-affiliated program areas, assessment requirements, and the recognition report. The review process evaluates program alignment with standards, candidate performance data, and use of data for improvement.
ABDC-25July2014-MarkFreeman-final
The document describes an external assurance of learning model used to assess accounting degree programs against established learning standards. The Achievement Matters project aims to:
1) Obtain external peer-reviewed evidence of accounting learning outcomes benchmarked against standards through a sustainable and reliable assessment process.
2) Develop a model for assessing learning outcomes against standards that satisfies external quality assurance needs while motivating continuous improvement.
3) Provide professional development for academics on assessment.
The project involves calibrating academics on learning standards and conducting live reviews of student work to assess achievement of standards. Results of calibration workshops show reduced variability in reviewer judgements, suggesting the model provides a valid means for external program assessment and quality improvement.
Using audio email feedback in formative assessment
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
Why Do Students Use Lecture Capture?
This document discusses a study conducted at the University of York to better understand student use and perceptions of lecture capture technology. The study used student diaries and interviews to gather data on how and why students use lecture recordings. Initial findings suggest that students strategize how they will use recordings during live lectures and that recordings are used as part of an overall study approach in addition to other resources, rather than just for note taking. The study aims to provide insights beyond typical measures of academic performance by exploring the student learning experience and how lecture capture impacts study behaviors.
1 Institutional Assessment Report 2012-13
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
1 Institutional Assessment Report 2012-13
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
Language admin
The document discusses the purpose and uses of language testing. It explains that studying language test administration (LTA) enables students to competently administer language tests. Language tests provide feedback on teaching programs and can inform decisions about students. The key aspects of LTA are administering the test, collecting feedback, analyzing test scores, and archiving materials. Administering a test involves preparing the environment, giving instructions, collecting materials, training examiners, and administering the test. Collecting feedback gets information from test takers, administrators, and users. Analyzing scores describes, reports, and ensures validity and reliability of scores. Archiving builds a bank of test materials.
Interview presentation.pptx
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
Ch03 research plan
This chapter discusses preparing and evaluating research plans for quantitative and qualitative research. For quantitative research plans, it describes the key components - introduction, method, data analysis, and timeline/budget. The introduction includes the topic, literature review, and hypotheses. The method section outlines the participants, instruments, design, procedures, and data analysis. Qualitative research plans are more emergent and flexible in their design. They include components like the title, introduction with purpose and research questions, and procedures for conducting the study. Both types of plans should justify the research problem and present detailed, well-thought out steps to guide the study.
Good enough because they say so!
The document summarizes a presentation on establishing learning standards in Australian higher education accounting degrees. It discusses the need for robust learning standards and outcomes, benchmarking courses against comparable programs, and calibrating assessment of student work against explicit standards through workshops involving academics from multiple institutions. The goal is to develop a shared understanding of standards and help ensure consistent assessment across providers nationally. Examples are given of past calibration workshops and their positive impact in reducing assessment variation. Potential approaches for external review discussed include developing a coordinated system led by groups like the Business Deans Council to facilitate peer review of student work against calibrated standards on an annual basis.
PowerPoint-based quizzes in wave motion: Performance and experiences of students
PowerPoint-based quizzes in wave motion: Performance and experiences of studentsJournal of Education and Learning (EduLearn)
This study investigated the effect of PowerPoint-based quizzes on student performance and experiences in the topic of wave motion. The results showed that students who took a PowerPoint-based quiz performed better and scored higher on average than students who took a traditional oral quiz. A statistical analysis found this difference in scores to be statistically significant. Interviews with students revealed that they found the PowerPoint-based quizzes caught their attention more, allowed them to visualize questions better than oral quizzes, and provided a clearer form of communication compared to traditional oral quizzes. Therefore, the study concluded that PowerPoint-based quizzes had a positive impact on student learning and performance in wave motion.TSchehr_Assessing the Assessment_AIR
The document describes Loyola University Maryland's process for assessing student learning assessment at the program level. It discusses the university's institutional context, student learning assessment committee, assessment reporting process, and rubric used to rate program-level assessment reports. Programs receive feedback on how their assessment reports were rated in order to continuously improve the assessment of student learning.
Sp190423ss
Using qualitative student evaluation data to illuminate quantitative scale item ratings: seeing beyond the numbers
Quality matters in Blended Course Design and Development
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
CCSU Presentation on Faculty Workload
This document summarizes a study on academic workloads at Central Connecticut State University. The study examined how changing workloads affect faculty's ability to provide quality education. It found that full-time faculty work over 60 hours per week and spend 6 weeks of summer on academic work. Teaching loads limit pedagogical innovation and keeping current in disciplines. The study recommends reducing teaching loads to 3-3 or 3-4 courses per semester to allow more time for research, curriculum development and student support initiatives.
Similar to Retention Study of Classroom Boating Safety Courses (20)
Iblc10 making an existing assessment more efficient
Iblc10 making an existing assessment more efficient
Universal Assessment Challenges in Health Care Related Education
Universal Assessment Challenges in Health Care Related Education
The Reliability Programme: Leading the way to better tests and assessments
The Reliability Programme: Leading the way to better tests and assessments
Find a Bill opens in new windowIntroduced in the last module, t.docx
Find a Bill opens in new windowIntroduced in the last module, t.docx
60, Li, comparing quality assurance mechanisms for student learning outcomes ...
60, Li, comparing quality assurance mechanisms for student learning outcomes ...
Using audio email feedback in formative assessment
Using audio email feedback in formative assessment
PowerPoint-based quizzes in wave motion: Performance and experiences of students
PowerPoint-based quizzes in wave motion: Performance and experiences of students
Quality matters in Blended Course Design and Development
Quality matters in Blended Course Design and Development
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Update from the National Association of State Boating Law Administrators (NAS...
John Fetterman, Deputy Executive Director, National Association of State Boating Law Administrators (NASBLA)
USCG Office of Boating Safety
Update from the USCG Office of Boating Safety.
Speaker: Verne Gifford, U.S. Coast Guard, Chief, Boating Safety Division (CG-BSX-2)
Always Ready – A Televised Life Jacket Wear Campaign
This session will present recreational boating safety’s new 30-second life jacket TV commercial, Always Ready, scheduled for distribution on fishing programs this summer. The commercials are scheduled to broadcast more than 1,100 times on seven popular television networks including the Discovery Channel and the Outdoor Channel with a total audience of 238.1 million American households. Fishing is one of America’s most popular activities and anglers are one of boating’s most at-risk groups – in 2020 35.3% of fatal boating incidents occurred during fishing outings. The 30-second Always Ready commercials are supported by a longer web-based docu-mercial each reminding anglers to always wear a life jacket while boating. This short session will share the campaign’s creative content and early results. If time allows, additional Water Sports Foundation life jacket outreach materials will be presented encouraging attendees to use them freely!
Speaker: Jim Emmons, Water Sports Foundation, Executive Director
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Speaker: John Johnson, NASBLA, Executive Director
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One in five American families started a new outdoor habit during the pandemic, new research shows. The boating industry is booming as Americans turn to the water, and there’s no sign of the momentum slowing. With each of our programs, we work towards fulfilling our vision of helping create a safe experience for recreational boaters. The Safe Boating Campaign had to course adjust over the last two summers from an in-person grassroots outreach approach to a robust digital campaign, along with creative ways to reach boaters at launch points. The Life Jacket is the star of the show as you’ll see in our marketing content.
Speaker: Peg Phillips, National Safe Boating Council, Executive Director
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Get the drift on a new program for boaters to assist the U.S. Coast Guard, local sheriff marine units and the Fish and Wildlife Commission. Aqua Alert would provide authorities with volunteers for those unique situations when extra “eyes on the water” would help during a lost at sea search. The inspiration, the Aqua Alert Pilot Program and the nation-wide vision, will be featured in this presentation. Bringing additional hope to water searches, these volunteers could be the answer to prayers.
Speaker: Judy Schink, Aqua Alert
Rapid Changing Cover Designs Enhance User Wearability
Rapidly changing life preserver cover designs aim to enhance user wearability by addressing typical complaints about styles and materials. Newer coated fabrics are lighter, softer, and more flexible than traditional stiff, heavy materials like coated vinyl. Fabric technology has advanced from early TPU generations to lighter membranes and softer polymers in newer versions. Continued innovation will require navigating UL testing standards for incremental and disruptive changes to components and materials.
How Product Evolution is Increasing Safety on the Water
Join this session to hear from WSIA’s Lee Gatts as he discusses recent legislation affecting the towed water sports industry and how new products in the market are increasing safety on the water but also creating new challenges to education and operation.
Speaker: Lee Gatts, Water Sports Industry Association (WSIA), Director of Government Affairs
USCG Lifesaving & Fire Safety Division Update
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The Sea Tow Foundation’s Life Jacket Loaner Program began in 2008 and, while there were a number of other loaner programs operating decades before, the Sea Tow Foundation learned from them and has developed a robust program that is easy for local organizations to implement and maintain. As we enter our 14th summer, the Sea Tow Foundation has been able to establish life jacket loaner stations in all 50 states as well as in D.C., American Samoa and the Virgin Islands and that is something that no other life loaner program can claim. Our other successes will be presented as well as discussion of our future plans for the Life Jacket Loaner Program in this session.
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LJA and the U.S. National Water Safety Action Plan
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. Retention Study: Efficacy of Online Boating Safety Courses Conference Presentation Richard Deatz Bob Gossman Presented to: National Association of State Boating Law Administrators Wednesday, 30 September 2009
- 11. Participant Descriptive Data (cont.)
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Editor's Notes
- The first activity in the Plan has been completed. NASBLA selected the following states based on those which meet the criteria: Delaware, Indiana, Kansas, California, Oregon, Nevada, Georgia, and Oklahoma.