164 - Formative Assessments for the first and second years' Ed.D students

Abstract Information: The enduring subpar doctoral completion rates in the United States necessitate the attention of stakeholders. High stakes assessments are cited as a barrier for degree completion, yet there is a lack of research investigating assessment practices in Doctor of Education (Ed.D.) programs. assessments. Despite ongoing interest in creating more inclusive educational environments, the efforts are still falling short of meeting the needs of diverse doctoral students (Hanesworth et al., 2019; McPhee & D’Esposito, 2018; Podlucka, 2020). According to Capp (2020), implementing an inclusive pedagogy can help improve practices in postsecondary education to better meet diverse student needs. Podlucka (2020) concurs that an inclusive pedagogy aims to create learning environments that are equitable and socially just by removing educational barriers in curriculum, instruction, and assessment. According to Bloxham and Boyd (2008), assessment has a bigger impact on student experience than teaching practices. Therefore, assessment has the potential to improve or hinder a student’s chances of success. Despite ongoing interest in creating more inclusive educational environments, the efforts are still falling short of meeting the needs of diverse doctoral students (Hanesworth et al., 2019; McPhee & D’Esposito, 2018; Podlucka, 2020). According to Capp (2020), implementing an inclusive pedagogy can help improve practices in postsecondary education to better meet diverse student needs. Podlucka (2020) concurs that an inclusive pedagogy aims to create learning environments that are equitable and socially just by removing educational barriers in curriculum, instruction, and assessment. According to Bloxham and Boyd (2008), assessment has a bigger impact on student experience than teaching practices. Therefore, assessment has the potential to improve or hinder a student’s chances of success. The purpose of this study is to design the formative assessments for students by the ends of their first and second years in EdD program at one university in South West Florida. We designed the relevant formative assessments and run the pilot study to validity and improve the assessments. We selected multiple writing examples which were published, however, include many problems. These examples with problems allow students to do critical think and analysis. Groups of faculty will review the students' analysis paper with the adjusted the Qualifying Exam Rubrics. The Rubrics and faculty also provide formative feedback which could help students to improve. Results will make significant contributions to the students' learning, faculty's teaching, and program development. The results also will help students to pass the qualifying exams successfully. High stakes assessments are a primary barrier students face towards degree completion (Demer & Keles, 2021). Therefore, researchers aim to understand key stakeholder perceptions regarding an inclusive pedagogical formative assessment redesign as a mediating factor for improved QE first attempt pass rates and increased Ed.D. degree completion.