Defining and measuring academic standards for higher education: A formative study at the University of Sonora

Persistent Link:
http://hdl.handle.net/10150/280701
Title:
Defining and measuring academic standards for higher education: A formative study at the University of Sonora
Author:
Gonzalez-Montesinos, Manuel Jorge
Issue Date:
2004
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Institutional efforts to organize the admissions process in several Mexican universities have led to the adoption of standardized instruments to measure applicants' initial academic qualifications for career programs. The University of Sonora, located in four campuses throughout the state, initiated the administration of a college level entrance exam in the fall of 1997. The Examen de Conocimientos y Habilidades Basicas (EXCHOBA), developed in 1991, is the instrument employed for aiding the academic and administrative agencies in making admissions and career placement decisions to date. Drawing on current practice, this project develops a model for investigating the alignment of the high school curriculum with the entrance examination by extracting and clarifying the academic standards that derive from the official curriculum. Through a series of statistical analyses on data from exam administrations, a working model for defining the standards along with the instruments' sub-tests is proposed. The basis for a system are then suggested to assist high school and university agencies and administrators to interpret the results with a clear set of procedures for making curricular and instructional decisions that will help improve the current rates of success in the different career programs at the institution. In particular, the results obtained will lead to a proposal to improve the academic advising and guidance programs that the Universidad de Sonora is currently implementing to improve student retention and graduation rates in its career programs.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Education, Educational Psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; EducationalPsychology
Degree Grantor:
University of Arizona
Advisor:
Sabers, Darrell

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleDefining and measuring academic standards for higher education: A formative study at the University of Sonoraen_US
dc.creatorGonzalez-Montesinos, Manuel Jorgeen_US
dc.contributor.authorGonzalez-Montesinos, Manuel Jorgeen_US
dc.date.issued2004en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractInstitutional efforts to organize the admissions process in several Mexican universities have led to the adoption of standardized instruments to measure applicants' initial academic qualifications for career programs. The University of Sonora, located in four campuses throughout the state, initiated the administration of a college level entrance exam in the fall of 1997. The Examen de Conocimientos y Habilidades Basicas (EXCHOBA), developed in 1991, is the instrument employed for aiding the academic and administrative agencies in making admissions and career placement decisions to date. Drawing on current practice, this project develops a model for investigating the alignment of the high school curriculum with the entrance examination by extracting and clarifying the academic standards that derive from the official curriculum. Through a series of statistical analyses on data from exam administrations, a working model for defining the standards along with the instruments' sub-tests is proposed. The basis for a system are then suggested to assist high school and university agencies and administrators to interpret the results with a clear set of procedures for making curricular and instructional decisions that will help improve the current rates of success in the different career programs at the institution. In particular, the results obtained will lead to a proposal to improve the academic advising and guidance programs that the Universidad de Sonora is currently implementing to improve student retention and graduation rates in its career programs.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducationalPsychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSabers, Darrellen_US
dc.identifier.proquest3158096en_US
dc.identifier.bibrecord.b47974400en_US
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