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]
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.
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.
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.
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.
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.
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.
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
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.
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.
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