Abstract
The Diagnostic Assessment and Achievement of College Skills (DAACS) is an open-source diagnostic assessment tool that measures students’ college readiness and is designed to promote success through feedback and resources. Evidence for the validity and reliability of the four DAACS assessments (reading, writing, mathematics, and self-regulated learning) have been addressed, which further supports the use of DAACS with our targeted population. Empirical studies have shown that the DAACS improves the prediction accuracy of students’ performance, which allows DAACS to be used to identify at-risk students. Students who use DAACS feedback and resources are more successful than those who do not. Various behavioral nudges were sent to students as reminders to complete and use the DAACS, which resulted in a significant increase in the use of feedback and resources. DAACS is not just a tool but a system that facilitates the self and co-regulation of learning. Since the DACCS is now being implemented in new settings and contexts, further validation will be needed. The future of DAACS will involve expansion from use at the institutional level to the instructor level, where DAACS could be maximized to support students’ SRL development and academic achievement.
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This work was supported by the U.S. Department of Education under grant #P116F150077. The contents do not necessarily represent the policy of the U.S. Department of Education, and endorsement by the Federal Government should not be assumed.
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Yu, E.C., Lui, A.M., Akhmedjanova, D. (2021). The Diagnostic Assessment and Achievement of College Skills (DAACS): A Powerful Tool for the Regulation of Learning. In: Reis, A., Barroso, J., Lopes, J.B., Mikropoulos, T., Fan, CW. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2020. Communications in Computer and Information Science, vol 1384. Springer, Cham. https://doi.org/10.1007/978-3-030-73988-1_14
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