Blogs

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

By DAACS in publication

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.

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DAACS at 2026 AERA & NCME

By DAACS in conference

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) Bryer, et al. (2026, April). Free will as an obstacle to randomized controlled trials. Paper presentation at annual meeting of AERA. [Division D - Section 2: Division D - Measurement and Research Methodologies / Division D - Section 2: Statistical Theory and Quantitative Methods]

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DAACS at 2025 American Educational Research Association (AERA)

By DAACS in conference

April 27, 2025

Fortunately, talk is cheap: Commitment language is associated with academic success in college Sunday, April 27th, Denver, CU 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.

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DAACS at 2025 American Educational Research Association (AERA)

By DAACS in conference

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, CU **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.

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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.

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DAACS at 2024 American Educational Research Association (AERA)

By DAACS in conference

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.

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DAACS at 2022 American Psychological Association (APA)

By DAACS in conference

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.

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DAACS at 2022 AERA

By DAACS in conference

April 25, 2022

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.

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AERA SSRL SIG 2021 Summer Newsletter

in news

July 17, 2021

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.

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DAACS Team Wins IES Grant to test the Efficacy of DAACS on Student Success

By DAACS in award

July 14, 2021

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.

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