The Validity of the CampusReady Survey
| dc.contributor.advisor | Conley, David | en_US |
| dc.contributor.author | French, Elizabeth | en_US |
| dc.date.accessioned | 2014-09-29T17:46:24Z | |
| dc.date.available | 2014-09-29T17:46:24Z | |
| dc.date.issued | 2014-09-29 | |
| dc.description.abstract | The purpose of this study is to examine the evidence underlying the claim that scores from CampusReady, a diagnostic measure of student college and career readiness, are valid indicators of student college and career readiness. Participants included 4,649 ninth through twelfth grade students from 19 schools who completed CampusReady in the 2012-13 school year. The first research question tested my hypothesis that grade level would have an effect on CampusReady scores. There were statistically significant effects of grade level on scores in two subscales, and I controlled for grade level in subsequent analyses on those subscales. The second, third and fourth research questions examined the differences in scores for subgroups of students to explore the evidence supporting the assumption that scores are free of sources of systematic error that would bias interpretation of student scores as indicators of college and career readiness. My hypothesis that students' background characteristics would have little to no effect on scores was confirmed for race/ethnicity and first language but not for mothers' education, which had medium effects on scores. The fifth and six research questions explored the assumption that students with higher CampusReady scores are more prepared for college and careers. My hypothesis that there would be small to moderate effects of students' aspirations for after high school on CampusReady scores was confirmed, with higher scores for students who aspired to attend college than for students with other plans. My hypothesis that there would be small to moderate relationships between CampusReady scores and grade point average was also confirmed. I conclude with a discussion of the implications and limitations of these results for the argument supporting the validity of CampusReady score interpretation as well as the implications of these results for future CampusReady validation research. This study concludes with the suggestion that measures of metacognitive learning skills, such as the CampusReady survey, show promise for measuring student preparation for college and careers when triangulated with other measures of college and career preparation. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/18369 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.rights | All Rights Reserved. | en_US |
| dc.subject | Assessment | en_US |
| dc.subject | College and career readiness | en_US |
| dc.subject | Noncognitive Assessment | en_US |
| dc.subject | Survey | en_US |
| dc.subject | Validity | en_US |
| dc.title | The Validity of the CampusReady Survey | en_US |
| dc.type | Electronic Thesis or Dissertation | en_US |
| thesis.degree.discipline | Department of Educational Methodology, Policy, and Leadership | en_US |
| thesis.degree.grantor | University of Oregon | en_US |
| thesis.degree.level | doctoral | en_US |
| thesis.degree.name | Ph.D. | en_US |
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