| Panel data |
Cross Sources: Longitudinal, Time series analysis
Definition: Refers to data that is collected on the same variables across different cohorts (e.g., collecting incoming freshman SAT scores each year)
Reference: |
| Parallel forms |
Cross Sources: Alternative forms
Definition: Two or more measures that cover the same content and/or constructs; sometimes considered interchangeable
Reference: |
| Parametric statistic |
Cross Sources: Nonparametric statistic, Quantitative, Computational
Definition: A statistic that makes assumptions about the nature of an underlying population (for example, that scores are normally distributed).
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Participant observation |
Cross Sources: Qualitative method, ethnography, interviewing
Definition: Observation of a group in which the observer is immersed in the day-to-day lives of the people or through one-on-one interviews with members of the group.
Reference: Creswell, J.W. (1998). |
| Path analysis |
Cross Sources: Structural Equation Modeling
Definition: An application of multiple regression used to develop and test causal models using correlational data.
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Peer assessment |
Cross Sources: Evaluation, Cooperative learning
Definition: Evaluation of learning by one’s peers.
Reference: Brew, A. (1999). |
| Peer review |
Cross Sources: Self-study
Definition: Is used as part of an accreditation process, part of an academic or student affairs program development, or for an internal review process.
Reference: Upcraft, M.L., & Schuh, J.H. (1996). |
| Percentile rank |
Cross Sources: Norm referenced
Definition: The percentage of examinees in the norm group who scored at or below the raw score for which the percentile rank was calculated
Reference: Crocker, L.M., & Algina, J. (1986). |
| Perception |
Cross Sources:
Definition: Perception uses previous knowledge to gather and interpret the stimuli registered by the senses. It combines aspects of both the outside world (the visual stimuli) and one’s inner world (previous knowledge).
Reference: Matlin, M.W. (1998). |
| Performance assessment |
Cross Sources: Authentic assessment, Constructed response, Generalizability theory
Definition: Assessment technique involving the gathering of data though systematic observation of a behavior or process and evaluating that data based on a clearly articulated set of performance criteria to serve as the basis for evaluative judgments
Reference: Berk, R.A. (1986); Wheeler, P., & Haertel, G.D. (1993); Wiggins, G.A. (1993). |
| Performance indicators |
Cross Sources: Performance-based funding model
Definition: A set of measures on which postsecondary institutions, systems, states, or sectors evaluate and report their performance; often used to measure efficiency or effectiveness.
Reference: Borden, V.M.H., & Banta, T.W. (1994). |
| Performance-based funding model |
Cross Sources: Performance indicators, Performance-based funding
Definition: The process of funding educational institutions based on criteria of effectiveness
Reference: Burke, J.C., & Serban, A. M. (1998). |
| Persistance |
Cross Sources: Continuity, Endurance
Definition: Continual enrollment in pursuit of a credential or credit.
Reference: Sale, H. (1996). |
| Personal Growth and Change |
Cross Sources:
Definition: Aspects of students’ relationship systems, self-systems, cultural, intellectual education, occupational, political, social, religious values and activities and gender role orientations that are influenced by college attendance and completion.
Reference: Pascarella, E.T., & Terenzini, P.T. (1991). |
| Phenomenological studies |
Cross Sources: Qualitative, Critical ethnography, Grounded theory, Case study
Definition: The examination of human experiences through detailed descriptions of the people being studied. The procedure involves studying a small number of subjects through extensive and prolonged engagement to develop patterns/relationships of meaning.
Reference: Dukes; Oiler (as cited in Creswell, 1994). |
| Phenomenology |
Cross Sources: Qualitative
Definition: Study of objects and events as they appear to the experiencing observer.
Reference: Aiken, L. (1994). |
| Pilot |
Cross Sources: Study
Definition: A pilot often refers to a small scaled down study designed to test the validity of measures and manipulations of a planned full-scale study. A pilot can also refer to the initial administration of new assessment items/procedures with the intent of evaluating and revising the items/procedures for future use.
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Placement exams |
Cross Sources: Formative assessment
Definition: Instrument to determine if students qualifications for entering a program or course are at an appropriate level to begin their studies.
Reference: Palomba, C.A., & Banta, T.W. (1999). |
| Political |
Cross Sources: Community involvement, Civic development
Definition: Knowledge of various government policies and practices; also, students’ perception of their own political orientation and how that orientation might impact their own lives as well as the lives of others.
Reference: |
| Population |
Cross Sources: Sample
Definition: All possible individuals making up a group of interest in a study
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Portfolio |
Cross Sources: Performance task, Constructed-response, Checklist Rating scale, Scoring rubric
Definition: A portfolio is collection of work, usually drawn from students' classroom work.
Reference: |
| Portfolio assessment |
Cross Sources: Performance task, Constructed-response, Checklist Rating scale, Scoring rubric, Generalizability theory
Definition: A portfolio becomes a portfolio assessment when (1) the assessment purpose is defined; (2) criteria are made clear for determining what is contained in the portfolio, by whom, and when; and (3) criteria for assessing either the collection or individual pieces of work are identified and used to make judgments about performance. Portfolios can be designed to assess student progress, effort, and/or achievement, and encourage students to reflect on their learning.
Reference: |
| Posttest |
Cross Sources: Pretest
Definition: The measurement of a dependent variable, which occurs after an intervention, usually for the purpose of comparing to a pretest measure on the same dependent variable.
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Power |
Cross Sources: Effect size
Definition: The ability of an experimental design or inferential statistic to detect an effect of a variable when one is present
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Predictive validity |
Cross Sources: Validity
Definition: The ability of a measure to predict some future behavior
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Predictor variable |
Cross Sources: Variable
Definition: Variable believed to predict the magnitude of a second variable
Reference: |
| Postsecondary education |
Cross Sources:
Definition: Program at an accredited degree-granting institution that leads to improved skills, a certificate of competency, or an academic degree.
Reference: |
| Predictors |
Cross Sources: Predictor variable
Definition: A set of variables believed to predict the magnitude of a second variable, using a criterion
Reference: |
| Pretest |
Cross Sources: Posttest
Definition: The measurement of a dependent variable prior to an intervention, usually for the purpose of comparing to a posttest measurement of the same dependent variable.
Reference: Bordens, K.S., & Abbott, B.B. (1997). |
| Primary trait analysis |
Cross Sources:
Definition: To ensure the success of using the grading process for assessment, Primary Trait Analysis is used to help teachers develop their criteria for grading. The first step is to identify the factors or traits that will be considered in scoring an assignment. For each trait, a three-to five-point scoring scale is developed for use in scoring performances of students. An explicit statement that describes performance at that level accompanies each number.
Reference: Walvoord & Anderson (as cited in Palomba & Banta, 1999). |
| Prior learning assessment |
Cross Sources: Knowledge, Recall, Understanding
Definition: Techniques to assess student understanding and recall of material learned in previous, related courses, so that faculty can teach accordingly. Information helps faculty determine the most effective starting point for a given lesson and the most appropriate level at which to begin instruction.
Reference: Angelo, T.A, & Cross, K.P. (1993). |
| Probability sampling |
Cross Sources: Sampling
Definition: Every individual in a specified population has a known probability of selection
Reference: Crocker, L.M., & Algina, J. (1986). |
| Problem solving |
Cross Sources: Critical thinking, motivation
Definition: Defining the problem, being able to obtain background knowledge, generating possible solutions, identifying and evaluating constraints, choosing a solution, functioning within a problem solving group, evaluating the process, and exhibiting problem solving dispositions.
Reference: Jones, E. A., Dougherty, B. C., Fantaske, P., & Hoffman, S. (1997). |
| Problem solving strategy |
Cross Sources: Critical thinking
Definition: Confidence, Approach-Avoidance, Personal Control
Reference: Halpern, D.F. (1984). |
| Problem-based learning |
Cross Sources: Metacognition
Definition: The uses of simulated anchors, scaffolding, and working on related projects along with opportunities to engage in tasks as a way to facilitate student learning.
Reference: Vye, N.J., Schwartz, D.L., Bransford, J.D., Barron, B.J., & Zech, L. (1998). |
| Process indicators |
Cross Sources: Intervention variables
Definition: Ewell's central point is that in the rush to develop viable and informative outcomes assessment measures, viable and informative process measures have been neglected. Ewell lists 12 "indicators" of instructional good practice (process variables) that have been shown in the research to have a reliable impact on educational outcomes. (Furthermore, he correctly points out that many faculty have difficulty relating to outcomes measures but are intuitively intrigued by process measures.) Ewell also denotes four dimensions where these process variables might be noticed.
Reference: Ewell, PT., & Jones, D.P. (1996). |
| Processes |
Cross Sources: Student learning
Definition: Processes may be defined as a series of actions or operations leading toward a particular result. In education, the processes of learning, seasoning of character, creativity at the edges of knowledge and imagination, and responsible advocacy of values are critically important.
Reference: Balderston, F.E. (1995). |
| Productivity |
Cross Sources: Outputs
Definition: The amount of education, research, and training within a university, as a function of resources and the needs of students, parents, and taxpayers.
Reference: Johnstone, D.B. (1992). [On-line]. |
| Proficiency |
Cross Sources: Competency, Skill, Standard, Educational success
Definition: Performing in a given art, skill, or branch of learning with correctness and facility; achieving competency on predetermined standard.
Reference: |
| Progeny Quality of Life |
Cross Sources:
Definition: The tendency for children of college-educated parents to graduate from high school, attend college, have higher cognitive development, and for daughters of college-educated mothers to avoid unmarried teen pregnancy
Reference: An, Haveman & Wolfe, 1993; Dawson, (1991) |
| Program |
Cross Sources: Time table
Definition: A plan or system under which action may be taken towards a goal; a set of courses constituting an area of specialization; a coherent set of learning and developmental objectives.
Reference: Merriam-Webster's Collegiate Dictionary, (1993). |
| Program improvement |
Cross Sources: Educational environment
Definition: Increasing the likelihood of achieving program objectives by using information acquired through assessment.
Reference: La Belle, T. (1999). |
| Program review |
Cross Sources: Institutional performance
Definition: Many different perceptions and models exist of program review. In higher education, a program review could consist of anything from a judgment by experts of the worth of the curriculum based primarily on observations to a comparison between student performance indicators and objectives and actual student performance on either standardized or evaluator-constructed measures.
Reference: Worthen, B.R., Sanders, J.R., & Fitzpatrick, J.L. (1997). |
| Psychological attributes |
Cross Sources: Student development
Definition: Traits that characterize an individual's behavior.
Reference: |
| Psychosocial |
Cross Sources: Psychosocial development, Student affairs
Definition: Of or pertaining to the interaction between social and psychological factors
Reference: |
| Public Social Benefits |
Cross Sources:
Definition: The advantages of postsecondary education that accrue to society in general that are not related to economic, fiscal or labor market effects.
Reference: Knox, W.E., Lindsay, P., & Kolb, M.N. (1993). |
| Public speaking |
Cross Sources: Communication skills
Definition: One-to-many communication in a face-to-face situation.
Reference: Brydon, S. R., & Scott, M. D. (1994). |
