In October, our students and faculty presented at the Northeastern Educational Research Association (NERA); normally we would load up a coach bus and head up to New England for the week, but we still had engaging sessions via Zoom. JMU friends from across the country logged on to present, and gather (as seen here) for our traditional JMU photo! The 2020 conference co-chairs were JMU alums Madison Holzman, Andrew Jones, and Thai Ong, along with Jonathan Rubright from the National Board of Medical Examiners.
Though the awards session was not held in person, a virtual video was recorded where our own Sara Finney, and former M.A. student Briana Craig received awards. Sara was given the Leo D. Doherty Award for Outstanding Leadership and Service, and Bri received the award for Best Paper by a Graduate Student for the paper she presented in 2019 titled "Sonography certification examinations: The influence of practice tests and self-selection bias”. Congratulations to both Sara and Bri for these well deserved accolades! You can watch the video of the full awards session here.
One of the benefits of holding virtual sessions is that they can be recorded and shared! Our faculty and students presented 14 different sessions at the conference. A few of those workshops and sessions are listed here, with the links to view the recorded session.
Adapting Assessment Approaches in the COVID-19 Era - Special session featuring Keston Fulcher and Brian Leventhal
More Than Results: An Advanced Workshop Integrating Assessment with Learning Improvement - Keston Fulcher and Caroline Prendergast
Plenary Session and Panel Discussion - Featuring Keston Fulcher
Planning Assessment Professional Development Opportunities: Applying an Expectancy-Value Theory Lens - S. Jeanne Horst and Caroline Prendergast
A More Efficient Path to Learning Improvement: The Utility of Evidence-Informed Programming and Practices - Sara Finney and Holly Buchanan
Planning for Learning Improvement: The Role of Hypothetical Examples - Yelisey Shapovalov, Daigo Murakoshi, and Caroline Prendergast
Incorporating Program Theory and Implementation Fidelity in CAS Self-Study - Sara Finney and Gavin Henning
Developing an Assessment and Improvement Skillset - Keston Fulcher, S. Jeanne Horst, and Chris Patterson
One Criterion at a Time: A Guide to Developing Analytic Rubrics - Beth Perkins and Chris Patterson
Perspectives on Learning Improvement - Monica Stitt-Bergh, Gianina Baker, Kathleen Gorski, Keston Fulcher, and Ray Van Dyke
Here are the workshops provided by our faculty and students at the annual meeting of SACS-COC. As these were pre-conference workshops that attendees had to pay to attend, recordings are not available.
Investigating the Reliability and Validity of our Evidence Assessment - Brian Leventhal and Kathryn Thompson
More than Results: reframing Assessment as Learning Improvement - Chris Coleman, Caroline Prendergast, and Keston Fulcher
Tuning to the Same Key: Practical Student Partnerships in Assessment - Nick Curtis and Robin Anderson
Evaluating the Assessment of Student Learning in Higher Education Institutions - Yu Bao and Paulius Satkus
CARS STUDENT SPOTLIGHT
Yelisey Shapovalov is a second-year student in our M.A. program pursuing a degree in our Quantitative Psychology concentration. Yelisey has also been a Graduate Assistant in CARS since he began the program in fall of 2019. During his time in CARS, Yelisey has held different assistantship roles, but he currently works on the Professional Development team, and helps out with Ethical Reasoning.
Prior to coming to JMU, Yelisey received his Bachelor's degree in Psychology with a Sociology minor from Eastern Mennonite University located here in Harrisonburg. Yelisey held an internship in CARS during his senior year at EMU, and enjoyed his time here which led him to apply to the M.A. program. Yelisey says that his favorite experiences so far have been learning how to use SPSS and SAS in PSYC 604, and being able to use them in his GA roles.
Yelisey's research interests are related to in Assessment and Learning Improvement as well as developing his understanding of measurement for psychological sciences and statistical modeling. I have been researching raters’ effects using FACETS, a rasch program. He sueccessfully proposed his thesis this past week, which focuses on deciding who to select for rating assignments. When asked about his thesis research, Yelisey said "Rater-meditated scores may be unduly influenced by rater tendencies or rater effects. These are systematic difference in how raters score performance assessments that are not due to examinee ability. I am looking at using Many-Facets Rasch Measurement to diagnostically identify which raters exhibit rater effects; subsequently creating a pool of raters that have not exhibited rater effects from which to select from for future rating sessions."
As we break for the holiday season, Yelisey will continue working on his thesis, and prepare to enter his final semester in the Master's program this spring.
We don't know what the winter, and spring semester holds as far as the pandemic is concerned but our faculty, staff, and students are prepared for whatever may come. Most of our classes are being held in an online capacity for the spring semester, and many faculty, staff, and students continue to work at a distance. While we certainly miss being together, gather for staff meetings and other fun and instructional events, we know that this is only temporary.
We hope everyone has a wonderful, safe, and healthy holiday break and finds the rest they seek to return energized for the new year. Happy Holidays from everyone in CARS.
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