A SCHOLARLY BOOK REPOSITORY20 start with M start with M
The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue—some would say excluded from it—while the commercial entities who develop essay-scoring software have been very active.
Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment.
Reading and evaluating student writing is a time-consuming process, yet it is a vital part of both student placement and coursework at post-secondary institutions. In recent years, commercial computer-evaluation programs have been developed to score student essays in both of these contexts. Two-year colleges have been especially drawn to these programs, but four-year institutions are moving to them as well, because of the cost-savings they promise. Unfortunately, to a large extent, the programs have been written, and institutions are installing them, without attention to their instructional validity or adequacy.
Since the education software companies are moving so rapidly into what they perceive as a promising new market, a wider discussion of machine-scoring is vital if scholars hope to influence development and/or implementation of the programs being created. What is needed, then, is a critical resource to help teachers and administrators evaluate programs they might be considering, and to more fully envision the instructional consequences of adopting them. And this is the resource that Ericsson and Haswell are providing here.
College and university faculty in the arts (visual, studio, language, music, design, and others) regularly grade and assess undergraduate student work but often with little guidance or support. As a result, many arts faculty, especially new faculty, adjunct faculty, and graduate student instructors, feel bewildered and must “reinvent the wheel” when grappling with the challenges and responsibilities of grading and assessing student work.
Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies—research based and field tested—in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.
In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.
This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.
The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.
Measuring Entrepreneurial Businesses brings together economists and data analysts to discuss the most recent research covering three broad themes. The first chapters isolate high- and low-performing entrepreneurial ventures and analyze their roles in creating jobs and driving innovation and productivity. The next chapters turn the focus on specific challenges entrepreneurs face and how they have varied over time, including over business cycles. The final chapters explore core measurement issues, with a focus on new data projects under development that may improve our understanding of this dynamic part of the economy.
The contributors address conceptual and methodological issues involved in measuring such important health status concepts as: physical, social, and role functioning; psychological distress and well-being; general health perceptions; energy and fatigue; sleep; and pain. The authors present psychometric results and explain how to administer, score, and interpret the measures.
Comprising the work of a number of highly respected scholars in the field of health assessment, Measuring Functioning and Well-Being will be of great interest and value to the growing number of researchers, policymakers, and clinicians concerned with the management and evaluation of health care.
Measuring the Performance of the Hollow State is the first in-depth look at the influence of performance measurement on the effectiveness of the federal government. To do this, the authors examine the influence of the Government Performance and Results Act of 1993 (with consideration of the later Program Assessment Rating Tool of 2002) on federal performance measurement, agency performance, and program outcomes. They focus a systematic examination on five agencies in the U.S. Department of Health and Human Services—the Food and Drug Administration, the Centers for Medicare and Medicaid Services, the Health Resources and Services Administration, the National Institutes of Health, and the Indian Health Service. Besides representing a wide range of federal government organizational structures and program formats, these agencies offer a diverse array of third-party arrangements including states, native American tribes, scientists, medical schools, and commercial and nonprofit health care intermediaries and carriers.
Exploring the development of performance measures in light of widely varying program mandates, the authors look at issues that affect the quality of this measurement and particularly the influence of program performance by third parties. They consider factors such as goal conflict and ambiguity, politics, and the critical role of intergovernmental relations in federal program performance and performance measurement. Through their findings, they offer illumination to two major questions in public management today—what are the uses and limitations of performance measurement as a policy and management tool and how does performance measurement work when applied to the management of third-party government?
While scholars and students in public administration and governmental reform will find this book of particular interest, it will also be of use to anyone working in the public sector who would like to have a better understanding of performance measurement.
How is medicine doing at the end of the twentieth century? While there has been no end of studies of our health care system and proposals for changing it, there have been few credible studies of the risks and benefits of widely used medical treatments. We simply do not always know whether one treatment is better than another or whether a particular drug is worth the price.
Medical technology assessment is the discipline that studies what does and does not work in medicine. Howard Frazier and Frederick Mosteller are leading figures in this field. In Medicine Worth Paying For they attempt something completely new: to distill the methods and knowledge base of their highly specialized discipline into a text that is accessible—and therefore of great value—to a nontechnical audience.
This book calls attention to the importance of technology assessment in medicine—the rigorous evaluation of the effects of medical treatments—with particular reference to medical innovations. Also, making use of a series of carefully selected cases, the authors identify important policy implications that can be drawn from the study of successful medical innovations. These case studies of medical successes are a rich source of examples of the effects, good and bad, of the application of technology to health care and of attempts to influence the diffusion of technologies in health care.
Medicine Worth Paying For should be of interest to a variety of readers, particularly those concerned with health policy, investigators studying health services, those in the health professions, nonprofessionals who wish to maintain and improve the performance of the health care system, and others who simply want a system that provides benefits greater than risks at an acceptable financial cost.
Beginning with the rise of the growth paradigm in the 1940s and 1950s and continuing through the present day, The Mismeasure of Progress is the first book on the myriad thinkers who argued against growth and the conventional way progress had been measured and defined. For growth critics, questioning the meaning and measurement of growth was a necessary first step to creating a more just, equal, and sustainable world. These critics argued that focusing on growth alone would not resolve social, political, and environmental problems, and they put forth alternate methods for defining and measuring human progress.
In today’s global political scene—marked by vast inequalities of power and wealth and made even more fraught by a global climate emergency—the ideas presented by these earlier critics of growth resonate more loudly than ever. Economic growth appealed to many political leaders because it allowed them to avoid addressing political trade-offs and class conflict. It sustained the fiction that humans are somehow separate from nonhuman “nature,” ignoring the intimate and dense connections between the two. In order to create a truly just and equitable society, Macekura argues, we need a clear understanding of our collective needs beyond growth and more holistic definitions of progress that transcend economic metrics like GDP.
Does your online instruction program sometimes feel like a constant scramble to keep pace with requests and deadlines? Modular design is the answer. Approaching projects, whether large and small, with an eye towards future uses will put you on the path to accomplishing broader, organizational goals. And by intentionally building documentation and structure into your process, you will create content that can easily be scaled, modified, adapted, and transformed to meet different learner needs. Hess, experienced in online instruction in both K-12 and academic libraries, shows you how, using project examples of various sizes to illustrate each chapter’s concepts. Her resource guides you through such topics as
- the eight components of modular online learning design;
- key considerations for choosing the design model that best fits your organization and project;
- techniques for connecting your online learning goals with institutional strategy;
- using the IDEA process to align OER content with your instructional needs;
- documenting your planning with checklists, scaffolds, and templates;
- ensuring equity of access with all content formats using the Accessibility Inventory Index;
- principles for scaling up, down, or laterally;
- three models for more meaningful and functional collaboration with internal or external partners; and
- formative testing as a foundation for ongoing evaluation and assessment.
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