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Assessing Student Success: A Discussion of Outcomes in Year Two of a Learning Community

at an Urban, Commuter University

Laura Woodward, Ph.D. and Jan Collins-Eaglin, Ph.D.

International Assessment and Retention Conference

St. Louis, MO. in the Pershing/Lindell Room. Sunday, June 10 from 8:30 to 9:30 a.m.

Program ID-1853, http://attitudesresearch.org/naspa2007.htm

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Goals of presentation

To discuss techniques to assess a multi-cultural learning community.

To demonstrate multi-cultural components of self-regulated learning.

To describe how the self-regulated learning paradigm can help staff systematize assessment.

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Our cohort

High-achieving high school graduates from an urban, predominantly African American school district. Archives indicated performance lower than expected. (Reaves,

Woodward and Collins-Eaglin, 2005) This project documents the success of this group following

intervention.

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Intervention

A learning community A first year experience

course Weekly instruction

regarding study strategies The textbook, Learning to

Learn, was used.

Taking courses as a cohort

Intrusive advising Peer mentorship Get-togethers

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Description of the program This learning community provided a social community with a

focus upon academic achievement. Academic, social and academic integration (Tinto,

Goodsell, & Russo, 1993). Achievement and social and emotional well-being.

(Wentzel, 1999) Another important component of the program was its emphasis

upon academic ability as being improvable through effort. (Aronson, 2005; Aronson, Fried, & Good, 2002). )

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Conceptual foundation

Self-regulated learning A theory that tries to look at

these three aspects holistically: Skill

What skills does a student need to get through academic material?

Will How does the student stay

motivated to get those skills? Self-regulation

How do they regulate motivation and skill building even when it is hard?

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Self-regulated learners

Self regulated learners are motivated, set goals to strive for in their

learning, have a high sense of self-

efficacy, and set expectations for their

learning.

They are active in monitoring, adapting and controlling their learning.

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Strategies that students use include:

putting time and effort into planning

keeping track of how much effort, time, and help they need

making choices about whether to increase or decrease their effort

sticking to it regulating how much effort to

put forth using self-talk that emphasizes

the importance of effort using help-seeking to be

successful

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Motivation and beliefs Motivation to improve abilities is enhanced by student beliefs that

abilities are malleable, and that effort and strategies can improve abilities.

This goes against past descriptions of intelligence as genetic and fixed.

Research shows that greater performance, academic engagement and enjoyment of the academic process is evident in students who are encouraged to think of intelligence as malleable.

(Aronson, Fried and Good, 2002; Hong, 2001; Hong, Chiu, Dweck, Lin & Wan, 1999)

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Bernard Weiner's Attribution Theory

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Motivation and effort

Uncontrollable Controllable

Internal Ability Effort

ExternalLuck

Help from others

Task difficulty

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Motivation in self-regulated learning for African American students

Belonging Achievement in college is

related to feelings that one is accepted by a group that values high achievement. (Wentzel, 1999)

Learning is facilitated by teaching one another and helping one another feel a sense of belonging. (Aronson, 2005)

Effort matters Helping students to

understand that intelligence is malleable increases Effort Joy in challenge Risk-taking Pleasure in learning

(Aronson, 2005)

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Method

A mixed methods approach. Formative measurement Summative measurement

Two cohorts were compared. 2005 (without intervention) 2006 (with intervention)

Both cohorts Were gifted students

from Detroit Public Schools

Received a full tuition scholarship based on their academic achievement in high school

Intervention Learning community

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Technology

Assessment was facilitated by the use of Blackboard’s online survey software.

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Goals for assessment

Goals for our students: A feeling of belonging Gaining strategies of a

self-regulated learner

According to the self-regulated learning literature, improvement in these areas is related to: Improved grades Improved retention

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Formative assessment

Documented challenges and strengths Social community

23% of the comments related to the peer support.

Self-regulated learning techniques 24% of the comments

related to study skills and time-management

What has your learning community done so far this semester which contributed to your academic success?

Peer support23%

Accountability17%

Study skills18%

General success12%

Nothing12%

How to adapt6%

Mentorship6%

Time-management6%

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Self-regulation: Study strategies they realized they worked

“I have learned to take big projects one piece at a time. In addition I have used a planner to keep me on task.” 

“I have actually studied. That is so major. In High School, I could blow off my classes and still pull off an A. But in College if I am off track for a couple of days, my grade is hurt severely.”

Time-management40%

Stay motivated20%

Be organized10%

Career10%

I can do well10%

Study10%

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Self-regulation: Study strategies they realized they needed

Study skills• “To improve my academic

success I could have studied more for my tests in Chemistry. I could have performed better on my quizzes and took more time out of my schedule to focus more on my courses.”

Time-management• “I waited to the very last minute to

do many assignments. If I could go back, I would do things earlier so I wouldn't have to work and cram the night before on an assignment.”

Attending class • “I could have not missed any

classes which would have helped me not to be so behind.”

Study skills31%

Time-management25%

Attend class19%

Workload13%

Scheduling6%

Use resources6%

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Self-regulation:Noticing what works and making changes to increase learning

I had another quiz in Algebra and the rehearsal technique was a very effective way for me to study.

It’s hard to sit in a lecture for two hours. But I just remind myself that I have to pay attention if I want a good grade and that I cannot get into medical school without good grades.

I have been studying at the library but I noticed that when the weather turns cold, it gets kind of noisy up there. I may start looking for a different place to study.

When I feel myself becoming frustrated, I take a break. I usually feel better after a break.

Now before I do a reading assignment, I briefly skim the chapter first.

I learned this week that I am most productive at night. I am a very social person and so when others are having fun, I want to have fun with them. But at night, it is only me, my computer and my thoughts. I focus better at this time of day.

I have noticed that I tend to drift off in government class when the professor lectures. I will try to refocus my energy and listen by making myself look into the professor’s eyes so that I can get an idea of how the professor feels about what he is saying.

To keep myself paying attention, I pinch myself so that I will stop falling asleep. The other way I stay awake is by taking notes and finding interesting things about the subject.

Comments from students’ journals and the portfolios.

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Summative assessment

LC88%

No LC81%

76%

78%

80%

82%

84%

86%

88%

90%

Retention: Percent retainedfor the first year

No LC2.26

LC2.9

0

0.5

1

1.5

2

2.5

3

3.5

Academic Achievement:GPA first semester

N no learning community =16 N learning community =25

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Compilation

Our approach worked: Formative analysis indicated that friendships and study

skills helped students stay on track academically. Summative analysis indicated higher grades and increased

enrollment.

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Conclusions

How the self-regulated learning paradigm can help staff systematize assessment: Study strategies Friendships Meta-cognition

Multi-cultural components of self-regulated learning. Sense of belonging Importance of effort

Techniques to assess a multi-cultural learning community. Formative Summative

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