Blogs

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.

Predictive validity evidence for a no-stakes, untimed, machine-scored diagnostic writing assessment

By DAACS in publications

January 16, 2026

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.

DAACS at 2026 AERA & NCME

By DAACS in conferences

January 15, 2026

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.

DAACS at 2025 American Educational Research Association (AERA)

By DAACS in conferences

April 27, 2025

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.

DAACS at 2025 American Educational Research Association (AERA)

By DAACS in conferences

April 26, 2025

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.

DAACS at 2025 National Council on Measurement in Education (NCME)

By DAACS in conferences

April 26, 2025

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.

AERA SSRL SIG 2025 Spring Newsletter

in news

March 6, 2025

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.

DAACS at 2024 American Educational Research Association (AERA)

By DAACS in conferences

April 14, 2024

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.

DAACS at 2023 National Council on Measurement in Education (NCME)

By DAACS in conferences

April 13, 2023

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.

DAACS at 2022 American Psychological Association (APA)

By DAACS in conferences

August 6, 2022

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.

A Comparison of College Readiness among Adult and Traditional-Age College Students

Predictive validity evidence for a no-stakes, untimed, machine-scored diagnostic writing assessment

DAACS at 2026 AERA & NCME

DAACS at 2025 American Educational Research Association (AERA)

DAACS at 2025 American Educational Research Association (AERA)

DAACS at 2025 National Council on Measurement in Education (NCME)

AERA SSRL SIG 2025 Spring Newsletter

DAACS at 2024 American Educational Research Association (AERA)

DAACS at 2023 National Council on Measurement in Education (NCME)

DAACS at 2022 American Psychological Association (APA)

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