2015 to 2016Page address: https://www.mnsu.edu/its/academic/fall2015isalt.html
Project 1: Documenting the psychometric properties of teacher-made classroom assessments
There has been little previous research on the psychometric properties of teacher-made assessments, although, in the past, researchers have suggested extremely low reliabilities of an average of .50 (Frisbie, 1988). Documenting the psychometric properties of teacher-made assessments is critical to ensure that students and their knowledge are being assessed fairly in schools. This project will investigate the reliability, validity, and item functioning of three classroom assessments utilized across multiple sessions of a large undergraduate course. This information will be used to inform future improvements to assessments for the course as well as to add to the research base on the quality of teacher-made assessments.
Project 2: Using flipped design to facilitate communication's practical application in law enforcement
Law Enforcement students have been shown to benefit from not only classroom instruction, but the application of theory and techniques through simulation learning. Due to the constraints of time and the volume of learning material that needs to be covered to not only meet learning objectives, but also accreditation requirements, there has been a limitation in the past on incorporating simulation learning in the classroom. This project is focused on identifying if the flipped classroom design is effective from the student's perspective to allow for theoretical learning of communication and mental illness crisis response in an on-line environment and simulation learning in the classroom setting.
Project 3: Evaluation of local anesthesia competencies and inter-rater reliability
The purpose of this study was to help identify issues that dental hygiene undergraduate students experience when attempting their mandatory anesthesia injection competencies. Researchers of this study implemented strategies to address issues regarding grading inconsistency between two instructors and identify common mistakes that are made by students while administering local anesthesia. Based on the results, the researchers recommend making changes to the number of competencies in the course to allow more time to focus on injections that are more difficult for students. Further, the results of this study will be used to create a rubric for grading student competencies for future dental hygiene courses.