Journal of Education & Social Policy

Using Secondary Evaluation to Assess Equivalency of Learning across Various Curriculum Delivery Modalities
Kelly Whealan George, Ph.D; Debra Taylor Bourdeau, Ph.D; Constantine Michael Koursaris, Ph.D

Abstract
This study investigates whether research-based student learning outcomes (SLOs) are equivalent across various curriculum modalities. The study was conducted to assess student artifacts collected from undergraduate courses containing a gradable research-based assignment activity. The researchers of this study either led or participated in the effort to re-evaluate these graded assignments in an unbiased, verifiable approach and score their findings using levels of attainment or competency on a scale from zero to four, with zero being at the lowest and four being at the highest levels of competency. The raw data gathered were then tabulated and analyzed using statistical significance of the results that aided in answering the research questions posed in this study. The researchers hope that the results of this study will be useful in the consistent delivery of equivalent courses across various learning modalities.

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