https://daacs.net/ Recent content on DAACS Hugo -- gohugo.io en-us Fri, 16 Jan 2026 00:00:00 +0000 https://daacs.net/blog/2026/01/2026-02-24-college-readiness-comparison/ Fri, 16 Jan 2026 00:00:00 +0000 https://daacs.net/blog/2026/01/2026-02-24-college-readiness-comparison/ A Comparison of College Readiness among Adult and Traditional-Age College Students Author: Oxana Rosca Abstract This dissertation provides a comprehensive validity investigation of the DAACS Reading and Mathematics assessments to ensure that college readiness comparisons between adult learners (age 24+) and traditional-age students rest on psychometrically sound measurement. Accordingly, the dissertation emphasized the collection of internal structure validity evidence for DAACS mathematics and reading assessments. The internal structure of the DAACS Reading Assessment was examined using confirmatory factor analysis and bifactor twoparameter logistic (2PL) item response theory (IRT) models to distinguish a general reading comprehension factor from passagespecific residual factors. https://daacs.net/blog/2026/01/2026-01-16-predictive-writing-assessment/ Fri, 16 Jan 2026 00:00:00 +0000 https://daacs.net/blog/2026/01/2026-01-16-predictive-writing-assessment/ Predictive validity evidence for a no-stakes, untimed, machine-scored diagnostic writing assessment Authors: Elie ChingYen Yu, Oxana Rosca, Heidi L. Andrade, Angela M. Lui, and Jason Bryer Abstract The Diagnostic Assessment and Achievement of College Skills (DAACS) is a free, online system for assessing and promoting newly enrolled college students’ readiness in reading, writing, mathematics, and self-regulated learning. The system provides instant, personalized feedback and resources to promote success in college. https://daacs.net/blog/2026/01/2026-01-15-upcoming-aera-ncme/ Thu, 15 Jan 2026 00:00:00 +0000 https://daacs.net/blog/2026/01/2026-01-15-upcoming-aera-ncme/ We look forward to seeing you at our upcoming presentations LOS ANGELES, WEDNESDAY, APRIL 8, TO SUNDAY, APRIL 12, 2026 American Educational Research Association (AERA) Free will as an obstacle to randomized controlled trials Saturday, April 11th,Los Angeles Jason Bryer, Angela M. Lui, Heidi L. Andrade, Piet Wesling Abstract: Randomized controlled trials (RCTs) are considered the gold standard for estimating causality. However, conducting research in educational settings using RCTs can result in unnatural intervention implementations due to participant agency — that is, their free will. https://daacs.net/blog/2025/04/2025-04-27-aera-commitment/ Sun, 27 Apr 2025 00:00:00 +0000 https://daacs.net/blog/2025/04/2025-04-27-aera-commitment/ Fortunately, talk is cheap: Commitment language is associated with academic success in college Sunday, April 27th, Denver, CO Elie ChingYen Yu, Heidi L. Andrade, David W. Franklin, Angela M. Lui, Jason Bryer Abstract The impact of goal setting on self-regulated learning (SRL) has been established by educational psychology research, while counseling psychology research has documented the importance of goal commitment strength. This study of students’ written reflections on their SRL examines the associations between commitment strength, motivation, and GPA. https://daacs.net/blog/2025/04/2025-04-26-aera-college-readiness-profile/ Sat, 26 Apr 2025 00:00:00 +0000 https://daacs.net/blog/2025/04/2025-04-26-aera-college-readiness-profile/ Identifying and Distinguishing College Readiness Profiles Across Academic Outcomes: The Importance of Integrating Academic Skills and Self-Regulated Learning Saturday, April 26th, Denver, CO **Timothy J. Cleary, Jason Bryer, Elie ChingYen Yu ** Abstract The current study identified college readiness profiles of newly enrolled college students (n=6,376) and examined differences among these profiles across engagement and on-time progress. Based on academic (reading, mathematics, and writing) and self-regulated learning (SRL) variables gathered from the Diagnostic Assessment and Achievement of College Skills (DAACS), K-means cluster analysis revealed five distinct profiles. https://daacs.net/blog/2025/04/2025-04-26-ncme-reading-validity/ Sat, 26 Apr 2025 00:00:00 +0000 https://daacs.net/blog/2025/04/2025-04-26-ncme-reading-validity/ Assessing College Readiness: Internal Structure Validity Evidence for Multistage Diagnostic Reading Assessment April 25, 2025, Denver, CO Oxana Rosca, Angela Lui, Kimberly Colvin, Heidi Andrade, Jason Bryer Abstract This study provides internal structure validity evidence for the multistage, testlet-based DAACS Reading Assessment, a free and formative tool designed to support college readiness among diverse incoming undergraduate students. Using data from 4,523 first-attempt examinees across two institutions, we evaluated dimensionality, item properties, and fairness using modern psychometric methods. https://daacs.net/blog/2025/03/2025-03-06-college-readiness-profile_ssrl-sig-news/ Thu, 06 Mar 2025 00:00:00 +0000 https://daacs.net/blog/2025/03/2025-03-06-college-readiness-profile_ssrl-sig-news/ DAACS is featured on the Spring Newsletter by Studying and Self-Regulated Learning (SSRL) Special Interest Group (SIG) of American Educational Research Association (AERA) by Timothy J. Cleary, Elie ChingYen Yu, Jason Bryer Our research offers an alternative approach to college readiness assessments and interpretation. Historically, college readiness assessments (e.g., SAT, placement exams) have focused primarily on students’ academic skills (e.g., reading, mathematics), while ignoring other aspects of thismultidimensional construct (e. https://daacs.net/blog/2024/04/2024-04-14-aera-rtf/ Sun, 14 Apr 2024 00:00:00 +0000 https://daacs.net/blog/2024/04/2024-04-14-aera-rtf/ College students’ responses to automated feedback on self-regulated learning Friday, April 14th, Chicago, IL Elie ChingYen Yu, Angela M. Lui, Heidi L. Andrade, David W. Franklin, Diana Akhmedjanova, Jason Bryer Abstract Feedback is a powerful tool for moving students’ learning forward. Research has focused on what counts as good feedback and how to give it, yet little is known about how students respond to feedback and if it serves its intended purposes. https://daacs.net/blog/2023/04/2023-04-13-ncme-reliability-coefficients/ Thu, 13 Apr 2023 00:00:00 +0000 https://daacs.net/blog/2023/04/2023-04-13-ncme-reliability-coefficients/ Assessing College Readiness: Internal Structure Validity Evidence for Multistage Diagnostic Reading Assessment April 13, 2023, Chicago, IL Oxana Rosca, Kimberly Colvin, Heidi Andrade, Jason Bryer Abstract Using data from 2,190 newly enrolled college students who completed the DAACS Self-Regulated Learning (SRL) Survey at the University at Albany and the University of Maryland Global Campus, we examined internal consistency estimates for SRL scale scores (multidimensional) and subscale scores (primarily unidimensional). The 66-item SRL Survey includes four scales, Metacognition, Motivation, Using Learning Strategies, and Self-Efficacy, and 14 subscales. https://daacs.net/blog/2022/08/2022-08-06-apa-predicitvevaliditywriting/ Sat, 06 Aug 2022 00:00:00 +0000 https://daacs.net/blog/2022/08/2022-08-06-apa-predicitvevaliditywriting/ Predictive Validity Evidence for Machine-Scored Diagnostic Writing Assessment Saturday, August 6th, Minneapolis, MN Elie ChingYen Yu, Oxana Rosca, Heidi L. Andrade Abstract The Diagnostic Assessment and Achievement of College Skills (DAACS) is a free, online system that assesses incoming college student’s readiness in reading, writing, mathematics, and self-regulated learning and provides feedback and resources. The purpose of this study is to examine evidence of predictive validity for the DAACS writing assessment by determining whether the assessment that students took during orientation predicts their future writing course performance. https://daacs.net/blog/2022/04/2022-04-25-aera/ Mon, 25 Apr 2022 00:00:00 +0000 https://daacs.net/blog/2022/04/2022-04-25-aera/ Efficacy of the Diagnostic Assessment and Achievement of College Skills for Traditional-Age College Students Monday, April 25th, San Diego, CA Abstract The purpose of this study was to examine the effects and predictive power of the Diagnostic Assessment and Achievement of College Skills (DAACS) on student success. DAACS is a diagnostic assessment tool designed to measure college students’ reading, writing, mathematics, and self-regulated learning skills and provide them with feedback and resources to enhance their success. https://daacs.net/blog/2021/07/2025-03-06-daacs_ssrl-sig-news/ Sat, 17 Jul 2021 00:00:00 +0000 https://daacs.net/blog/2021/07/2025-03-06-daacs_ssrl-sig-news/ DAACS is featured on the Summer Newsletter by Studying and Self-Regulated Learning (SSRL) Special Interest Group (SIG) of American Educational Research Association (AERA) by Elie ChingYen Yu, Angela Lui, David Franklin The Diagnostic Assessment and Achievement of College Skills (DAACS; daacs.net) was a 5-year FIPSE grant-funded project (#P116F150077) led by principal investigators Drs. Jason Bryer1, Heidi Andrade2, and Timothy Cleary3. For this project, we designed a suite of open source, online assessments and supports (both technological and social) to optimize student success in college. https://daacs.net/blog/2021/07/2021-07-14-ies_grant/ Wed, 14 Jul 2021 00:00:00 +0000 https://daacs.net/blog/2021/07/2021-07-14-ies_grant/ Examining the Efficacy, Predictive Power, and Cost Effectiveness of the Diagnostic Assessment and Achievement of College Skills The CUNY School of Professional Studies (CUNY SPS) has been awarded a highly competitive and prestigious $3,789,074 million grant from the U.S. Department of Education’s Institute of Education Sciences (IES) to study the impact of online assessment tools on college students’ success. CUNY SPS will lead a partnership with SUNY Albany, Rutgers University, SUNY Empire State College, and University of Maryland Global Campus (UMGC) to examine the efficacy, predictive power, and cost effectiveness of the Diagnostic Assessment and Achievement of College Skills (DAACS), a suite of technological and social supports designed to optimize student learning, on newly enrolled college students. https://daacs.net/blog/2019/11/2019-11-20-olc_accelerate/ Wed, 20 Nov 2019 00:00:00 +0000 https://daacs.net/blog/2019/11/2019-11-20-olc_accelerate/ Using Diagnostic Assessment Data to Advance Student Success: Results from the Diagnostic Assessment and Achievement of College Skills (DAACS) Project Wednesday, November 20th, 1:15pm, Orlando, FL Abstract The Diagnostic Assessment and Achievement of College Skills (DAACS) is a suite of open source, online assessments and supports (both technological and social) designed to optimize student learning. A study conducted at two online colleges suggest that DAACS is associated with increased student performance and accuracy of predictive student success. https://daacs.net/blog/2019/11/2019-11-07-marc_conference/ Thu, 07 Nov 2019 00:00:00 +0000 https://daacs.net/blog/2019/11/2019-11-07-marc_conference/ Using Diagnostic Assessment Data to Advance Student Success: Results from the Diagnostic Assessment and Achievement of College Skills (DAACS) Project **Thursday, November 7th, 2:45pm to 3:30pm, University of Maryland, College Park, MD ** More information here: https://education.umd.edu/research/centers/marc/workshops-and-conferences/2019-marc-conference https://daacs.net/blog/2019/05/2019-05-17-star_award/ Fri, 17 May 2019 00:00:00 +0000 https://daacs.net/blog/2019/05/2019-05-17-star_award/ The DAACS team received a $48,500 Strategic Allocation of Resources (StAR) award from the University at Albany to implement DAACS at the University. Students enrolling beginning in 2020 will be an integral part the onboarding process. More information from the abstract: DAACS is a fully functioning, free, online suite of diagnostic assessments of college readiness, including reading, writing, mathematics, and self-regulated learning (https://daacs.net/). DAACS provides newly enrolled students with the information and resources needed to prepare for the academic rigors of college. https://daacs.net/blog/2019/04/2019-04-24-worldfutureforum/ Wed, 24 Apr 2019 00:00:00 +0000 https://daacs.net/blog/2019/04/2019-04-24-worldfutureforum/ Future Review Panel: Approaches to Studying Student Success in Higher Education Thursday, April 24, 11:25am to 12:10pm, Chicago This panel will highlight the work that is published in Future Review, our publication. Two of the first authors to publish in this journal will discuss their work on student success. The panel features both quantitative and qualitative research, and highlights the different ways of conceptualizing student success in higher education. Panelists will also discuss how their research can be used by practitioners in higher education, and why they chose Future Review as a venue for their research. https://daacs.net/blog/2019/04/2019-04-05-aera/ Fri, 05 Apr 2019 00:00:00 +0000 https://daacs.net/blog/2019/04/2019-04-05-aera/ Efficacy of the Diagnostic Assessment and Achievement of College Students on Multiple Success Indicators Authors: Jason Bryer; Angela M. Lui; Heidi L. Andrade; David W Franklin; Timothy J. Cleary Abstract The purpose of this study is to examine the effects and predictive power of the Diagnostic Assessment and Achievement of College Skills (DAACS) on student success. DAACS is a no-stakes, open-source, formative assessment tool designed to measure newly enrolled college students’ reading, writing, mathematics, and self-regulated learning (SRL) skills, and provide them with feedback and resources to enhance their functioning and success. https://daacs.net/blog/2019/04/2019-04-05-ncme/ Fri, 05 Apr 2019 00:00:00 +0000 https://daacs.net/blog/2019/04/2019-04-05-ncme/ Relationship Between Intraclass Correlation and Percent Rater Agreement Authors: Jason Bryer; Guher Gorgun Abstract Inter-rater reliability (IRR) is a critical component of establishing the reliability of measures when more than one rater is necessary. There are numerous IRR statistics available to researchers including percent rater agreement, Cohen’s Kappa, and several types of intraclass correlations (ICC). Several methodologists suggest using ICC over percent rater agreement (Hallgren, 2012; Koo & Li, 2016; McGraw & Wong, 1996; Shrout & Fleiss, 1979). https://daacs.net/blog/2019/04/2019-04-01-futurereview/ Mon, 01 Apr 2019 00:00:00 +0000 https://daacs.net/blog/2019/04/2019-04-01-futurereview/ Validity Evidence of the Internal Structure of the DAACS Self-Regulated Learning Survey Authors: Angela M. Lui, David Franklin Jr., Diana Akhmedjanova, Guher Gorgun, Jason Bryer, Heidi L. Andrade, and Timothy Cleary Abstract The Diagnostic Assessment and Achievement of College Skills (DAACS) online system assesses newly enrolled college students’ skills in reading, writing, mathematics, and self-regulated learning, and provides individualized feedback and links to resources. The purpose of this study is to examine validity evidence regarding the internal structure of the DAACS Self-Regulated Learning (SRL) self-report survey. https://daacs.net/blog/2019/02/2019-02-26-nasp/ Tue, 26 Feb 2019 00:00:00 +0000 https://daacs.net/blog/2019/02/2019-02-26-nasp/ Improving Interventions: Development of the Implementer Perception of Intervention Survey Authors: Jacqueline Slemp, Devora Panish, Erica Pawlo, Timothy Cleary Abstract The Implementer Perception of Intervention Survey (IPIS) was developed to evaluate academic support personnel’s perceptions of the usability, feasibility, and importance of an academic intervention for developmental, entry-level college students. Principal axis factoring of the IPIS yielded a two-factor structure. The factors were labeled perceived acceptability and perceived usability. Practitioners can adapt the IPIS for use in a variety of academic interventions and educational contexts. https://daacs.net/blog/2018/08/2018-08-30-sig-writing/ Thu, 30 Aug 2018 00:00:00 +0000 https://daacs.net/blog/2018/08/2018-08-30-sig-writing/ Developing and Validating the DAACS Writing Assessment Authors: Heidi Andrade, Jason Bryer, and Robert Yagelski Abstract This paper describes an ongoing project in which on-demand writing is used as part of a diagnostic evaluation of newly admitted college students. The authors will present preliminary evidence of the validity and reliability of human and machine scored essays and the usefulness of the feedback provided to students on their writing and their self-regulated learning. https://daacs.net/blog/2018/08/2018-08-09-dtandl/ Thu, 09 Aug 2018 00:00:00 +0000 https://daacs.net/blog/2018/08/2018-08-09-dtandl/ Distance Teaching and Learning Conference Although the issues of placement exams impact most less selective or open enrollment colleges, the efficacy of DAACS as an alternative to traditional placement exams was conducted at two large online distance education colleges: Excelsior College and Western Governors University. DAACS is an assessment framework that provides students with a formative view of their skills in self-regulation, reading, writing, and math. For administrators, DAACS provides valuable information to inform personalized interventions and more accurate risk modeling. https://daacs.net/blog/2018/03/2018-03-18-league/ Sun, 18 Mar 2018 00:00:00 +0000 https://daacs.net/blog/2018/03/2018-03-18-league/ Rethinking Placement Exams: Diagnostic Assessment and Achievement of College Skills Abstract This session will introduce a new open source formative assessment developed as an alternative to tradition placement exams that measures self-regulated learning, reading, mathematics, and writing. Results from a pilot study conducted at two large online institutions will be discussed. The Diagnostic Assessment and Achievement of College Skills (DAACS) addresses the issues with traditional placement exams and remediation programs by providing students with immediate, detailed, formative feedback. https://daacs.net/blog/2017/10/2017-10-20-nera/ Fri, 20 Oct 2017 00:00:00 +0000 https://daacs.net/blog/2017/10/2017-10-20-nera/ Development Of The Large Scale Diagnostic Assessments Of College Skills testing Authors: Jason Bryer, Excelsior College; Fusun Sahin, American Institutes for Research; Heidi Andrade, Angela Lui, Diana Akhmedjanova, & David Franklin, University at Albany, SUNY The Diagnostic Assessment and Achievement of College Skills (DAACS) is a technology-based, no-stakes diagnostic assessment system on academic and non-academic skills, with fast, actionable feedback. Development and piloting of these assessments at two online colleges is underway. https://daacs.net/blog/2017/08/2017-08-06-wnyt/ Sun, 06 Aug 2017 00:00:00 +0000 https://daacs.net/blog/2017/08/2017-08-06-wnyt/ Dr. Bryer Discusses DAACS on News Channel 13’s Forum 13 Program Source: WNYT Forum 13 https://daacs.net/about/ Mon, 01 Jan 0001 00:00:00 +0000 https://daacs.net/about/ The Diagnostic Assessment and Achievement of College Skills (DAACS) is funded by the Department of Education in the Fund for the Improvement of Postsecondary Education First in the World grant program. Excelsior College, Western Governors University, University at Albany, and Rutgers University have been working in partnership to develop and research the impact of DAACS on newly enrolled college students. DAACS is a suite of technological and social support to optimize student learning. https://daacs.net/contact/ Mon, 01 Jan 0001 00:00:00 +0000 https://daacs.net/contact/ Have questions or want to learn more about DAACS? We are always interested in hearing from students, researchers, and administrators. Are you interested in using DAACS at your institituion? Do you want to incorporate DAACS into your research? Complete the form below and someone from the DAACS research team will get back to you soon. Contact Form Send Message https://daacs.net/research/ Mon, 01 Jan 0001 00:00:00 +0000 https://daacs.net/research/ Papers Published or In Press Conference Papers