THE NAMING OF THE PARTS : AN ASSOCIATIVE STUDY OF WRITNG [sic] RELEVANT KNOWLEDGE, WORKING MEMORY, AND CURRICULUM POTENTIAL

Abstract

This study was designed to identify and to test a model to assist educational leaders to develop quantifiable assessments of student learning to meet the requirements for institutional assessment by external stakeholders and to produce data essential to plan specific curriculum and program improvements. The study population included English composition students at a small community college in eastern North Carolina. Data collected included test scores related to a terminology exam and also semester grades in courses that comprise a two-semester composition sequence. The study applies a conceptual framework that incorporates elements of working memory and curriculum potential to consider the possible relationships between the terminology exam and composition courses. The first research question examined the association between student scores on the terminology exam and student semester grades for the course. The second research question examined the association between student scores and semester grades in subsequent composition courses. The research methodology employed in this study was quantitative in design. Statistical analysis was performed to determine demographic influences on student academic performance. Rasch modeling was also employed to examine exam characteristics, including item difficulty. Results indicated that academic excellence in composition courses was associated with a score of 80+ on the terminology exam by students. The results of this study indicate that an examination of foundational concepts through a five-step process to evaluate curriculum potential can provide educational leaders with quantifiable assessments of student learning as required for institutional assessment and with data meaningful to curriculum and program improvement.