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Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
Poster Category: Research and Education Poster Abstract
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
Changes in Student Cognitive Domain Performance Over Six Semesters of a Didactic Curriculum
Lisa Dinkins
Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
Poster Category: Research and Education Poster Abstract
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
AACP Section: Social and Administrative Sciences
Objectives: To evaluate changes in student cognitive performance over time stratified by knowledge, application, and problem-solving cognitive domains expecting performance improvement over time.
Methods: Assessment data housed in ExamSoft was analyzed for all students graduating in the classes of 2020 and 2021. The data represented performance on the majority of summative assessments in semesters one through six for each cohort, including comprehensive annual assessments. The data were sorted by cognitive domain for each semester and analyzed using the Kruskal-Wallis test after evaluating normality with the Shapiro-Wilk test. Differences between semesters were assessed using the Dwass, Steel, Critchlow-Fligner (DSCF) method for each stratum. Campus specific analysis was also conducted.
Results: School semester knowledge and application performance differed over 6 semesters (p<.001). No difference in problem-solving performance was realized (p=.36). Knowledge performance varied at both the main (n=189) and distance (n=39) campuses (p<.001 and p=.03, respectively). Application performance differed between semesters at the main campus (p<.001). Semester to semester analysis for each cognitive domain stratum resulted in high knowledge domain performance in semesters 1 and 5 and low performance in semesters 2 and 6. Semester 2 was also the lowest application performance semester. The main campus semester to semester performance mirrored the overall school performance. The distance campus, however, did not experience semester to semester differences in cognitive domain performance after the DSCF analysis.
Conclusion: Application performance improved over time as expected; however knowledge performance varied and problem-solving performance was static between semesters one and six. Curriculum and assessment efforts to improve knowledge and problem-solving performance will be implemented to support student growth over time.
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