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Most colleges and universities have implemented an assessment program of some kind in an effort to respond to calls for accountability from stakeholders as well as to continuously improve student learning on their campuses. While institutions administer assessment instruments to students and receive reports, many campuses do not reap the maximum benefits from their assessment efforts. Oftentimes, this is because the data have not been analyzed in a way that answers questions that are important to the institution or other stakeholders. This paper describes four useful analytical strategies that focus on the following key educational research questions: (a) Differences: Do students learn or develop more if they participate in a course or program compared to other students who did not participate?; (b) Relationships: What is the relationship between student assessment outcomes and relevant program indicators (e.g., course grades, peer ratings)?; (c) Change: Do students change over time?; and (d) Competency: Do students meet our expectations? Each of these strategies is described, followed by a discussion of the advantages and disadvantages of each method. These strategies can be effectively adapted to the needs of most institutions. Examples from the general education assessment program at James Madison University are provided.

Relations between maternal sensitivity and physiological reactivity to infant crying were examined using measures of heart rate (HR) and respiratory sinus arrhythmia (RSA) in 49 mothers of second-born infants. Using the Ainsworth Sensitivity Scale, an independent assessment of maternal sensitivity was made during maternal free play and bathing of their infants. Physiological reactivity was measured while mothers listened to three blocks of infant cry sounds in a standard cry paradigm. Mothers scoring high on sensitivity were compared to less sensitive mothers on both their physiological reactivity to the presented crying sounds and their physiological mean-level differences. Significant interaction effects were found for both HR and RSA. Highly sensitive mothers showed a larger increase in HR and stronger RSA withdrawal in response to the first block of cry sounds compared to less sensitive mothers. Main effects showed that highly sensitive mothers had lower mean overall HR, and higher mean RSA levels across all three blocks of crying sounds compared to less sensitive mothers. RSA withdrawal and accompanying HR increases are discussed from a polyvagal perspective as indicative of a better capability in responding to infant signals of negative affect. (Contains 2 figures and 1 table.)

Objective: To examine the underlying mechanisms of adults' intended caregiving responses to cry sounds in a behavioral genetic design and to investigate the role of cry pitch and perceived urgency in sensitive and harsh caregiving responses. Methods: The sample consisted of 184 adult twin pairs (18-69 years), including males and females, parents and nonparents. In an experimental design we presented cry sounds varying in pitch and measured adults' perception and their intended caregiving responses. Cry stimuli were based on a 10-second cry sample of a 2-day-old infant with a fundamental frequency averaging 500 Hz. Two additional cry sounds were created by digitally increasing the fundamental frequency to 700 and 900 Hz. Results: Individual differences in the perceived urgency of infant crying and intended sensitive caregiving responses were explained by genetic factors (38% and 39%, respectively), while the variance in harsh caregiving responses was due to shared (31%) and unique (69%) environmental influences. Adults were more likely to indicate sensitive caregiving responses to higher-pitched cry sounds and when they perceived the cries as more urgent, while high-pitched cry sounds were also directly associated with harsh caregiving responses. Conclusions: The influence of genetic factors on intended caregiving responses to infant crying is substantial for normal variations in sensitive caregiving, but absent for harsh caregiving responses. The findings suggest that the perception of infant crying as urgent paves the way for more immediate and affectionate caregiving responses, while an extreme increase in cry pitch may present a direct risk factor for more irritated, negative and even harsh parenting. Practice implications: Infants who display abnormal cry acoustics such as extreme increases in pitch may be at risk for harsh parenting. Interventions should promote parental sensitive response to distress vocalizations to prevent harsh parenting in case of at-risk infants. (Contains 4 tables.)

The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goal orientation, and (b) it answers the call for examining achievement goal orientation measures at different levels of specificity. The authors found that the four-factor structure of goal orientation replicated when used in a general academic context.