Browsing by Subject "assessment"
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Item Applying Calibration to Improve Uncertainty Assessment(2013-08-02) Fondren, Mark EdwardUncertainty has a large effect on projects in the oil and gas industry, because most aspects of project evaluation rely on estimates. Industry routinely underestimates uncertainty, often significantly. The tendency to underestimate uncertainty is nearly universal. The cost associated with underestimating uncertainty, or overconfidence, can be substantial. Studies have shown that moderate overconfidence and optimism can result in expected portfolio disappointment of more than 30%. It has been shown that uncertainty can be assessed more reliably through look-backs and calibration, i.e., comparing actual results to probabilistic predictions over time. While many recognize the importance of look-backs, calibration is seldom practiced in industry. I believe a primary reason for this is lack of systematic processes and software for calibration. The primary development of my research is a database application that provides a way to track probabilistic estimates and their reliability over time. The Brier score and its components, mainly calibration, are used for evaluating reliability. The system is general in the types of estimates and forecasts that it can monitor, including production, reserves, time, costs, and even quarterly earnings. Forecasts may be assessed visually, using calibration charts, and quantitatively, using the Brier score. The calibration information can be used to modify probabilistic estimation and forecasting processes as needed to be more reliable. Historical data may be used to externally adjust future forecasts so they are better calibrated. Three experiments with historical data sets of predicted vs. actual quantities, e.g., drilling costs and reserves, are presented and demonstrate that external adjustment of probabilistic forecasts improve future estimates. Consistent application of this approach and database application over time should improve probabilistic forecasts, resulting in improved company and industry performance.Item Assessing the relationships among PSAT and TAKS scores in selected Texas high schools(Texas A&M University, 2004-11-15) Wilson, Eric DarylThe purpose of this research study was to determine the relationships among PSAT scores and TAKS scores in selected Texas high schools in order to inform state policy makers, school district administrators and teachers as they strive to implement policies to improve student achievement. In addition the findings of this study can be vital for curriculum planning pre-K-16. The population for this study was the 3,243 sophomores at the 55 Texas high schools involved in the Texas AP/IB Center's PSAT Pilot Program. The schools participating in this program were selected based on the high proportion of students from low-income homes and the lack of an AP program or low AP program participation. Students at participating high schools were predominantly minority and from homes identified by the Texas Education agency as low socioeconomic status. This study's significance is based on its potential to provide school district administrators additional information on which to base decisions regarding budget allocations for Advanced Placement programs. With greater stress on high-stakes testing and greater competition to enter higher education, Texas school districts will have initial data upon which to strengthen curricular offerings. Additionally, this study will provide policymakers at the state and local level the data necessary to make decisions when marketing and promoting the Advanced Placement program. Research findings of this study included: 1. The degree of association between PSAT score and TAKS scores was moderate. 2. Caucasian students consistently outperformed their minority counterparts on all examinations. 3. Economically disadvantaged students achieved lower scores than their more affluent counterparts on all tests. 4. Females outperformed males on most exams, but the results are not conclusive.Item Combined factor analysis of the WISC-III and CMS: does the resulting factor structure discriminate among children with and without clinical disorders?(Texas A&M University, 2006-10-30) Siekierski, Becky MayesThe Wechsler Intelligence Scale for Children ?????? Third Edition (WISC-III; Wechsler, 1991) and the Children??????s Memory Scale (CMS; Cohen, 1997) are frequently used measures of children??????s cognitive ability and memory, respectively. They are often used together to assess a child??????s strengths and weaknesses to individualize recommendations for assisting them in the educational setting. However, research suggests that there may be some overlap in the abilities assessed by these instruments, making complete administration of both somewhat redundant. Furthermore, previous studies have been equivocal with regard to the assessment of children with Attention- Deficit/ Hyperactivity Disorder (ADHD) on the WISC-III. Support for the applicability of the four-factor structure of the WISC-III has been questioned, particularly in terms of its utility in the diagnosis of ADHD based on the Freedom from Distractibility Index (FFD). A combined confirmatory factor analysis was conducted on the WISC-III and CMS to determine whether a combination of their subtests could be used in lieu of complete administration of each test. The combined WISC-III/ CMS standardization sample was obtained from the Psychological Corporation for use in the confirmatory factor analyses. One-, six-, and seven-factor models were initially proposed for the analyses. Results of the combined confirmatory factor analyses indicated that all three models failed to fit the data as well as a new five-factor model that was created during modification of the six-factor model. Once the five-factor model was specified as the most appropriate model, a clinical sample from a research study was analyzed on the model to find out whether there were age and gender performance differences and also to determine how accurately the new factors differentiated between clinical and nonclinical subsamples. Results indicated that males and females performed significantly differently on the Processing Speed factor but there were no age differences. There were significant differences between the ADHD and no diagnosis groups on three factors: Verbal Comprehension, Working Memory, and Processing Speed; there were no differences on the factors between ADHD subtypes. Together, the five factors were able to correctly classify 66% of children with ADHD. Implications of these results are discussed and suggestions for future research are provided.Item Cross-Cultural Validation of the Marital Satisfaction Inventory-Revised: A confirmatory factor analytic study(2011-10-21) Gasbarrini, Molly FaitheThis study examined issues of measurement equivalence in a cross-national study using the Marital Satisfaction Inventory-Revised (MSI-R). Overall findings supported cross-cultural similarities across the Spain, Germany, Korea, and the U.S. standardization samples. The Spanish, German, and Korean translations of the MSI-R demonstrated moderate to strong internal consistency, inter-scale correlations, and discriminative validity overall. Confirmatory factor analyses revealed configural and metric invariance across the original measure and the German, Spanish, and Korean translations. Mean profile comparisons between the current German, Spanish, and Korean samples and the original standardization sample revealed significant differences on several scales. Test characteristic similarities between the U.S. and the Spanish, German, and Korean clinical samples suggest the clinical utility of the MSI-R for identifying couples for secondary prevention or intervention protocols, and treatment planning in Spain, Germany, and Korea. Implications for cross-national clinical and research applications of the MSI-R are discussed.Item Development and validation of the AHEMD-SR (Affordances in the Home Environment for Motor Development-Self Report)(Texas A&M University, 2005-08-29) Lopes Brandao Areosa Rodrigues, Luis PauloA contemporary view of early childhood motor development considers environmental influences as critical factors in optimal growth and behavior, with the home being the primary agent. However, minimal research exists examining the relationship between motor development and the home. The present dissertation addresses this gap with the goal of creating an innovative parental self-report instrument for assessing the quality and quantity of factors (affordances and events) in the home that are conducive to enhancing motor development in children ages 18-to-42 months. In Study 1, following initial face validity determination, expert opinion feedback and selective pilot-testing, construct validity was examined using 381 Portuguese families. Factor analysis techniques were used to (1) compare competing factorial models according to previous theoretical assumptions, and to (2) analyze the fit of the preferred model. Of the five plausible models tested, the 5-factor solution provided the best fit to the data. Reliability was established through the scale reliability coefficient with a value of .85. Study 2 tests for the content validity of the instrument, examining the relationship between the inventory and level of motor development. Fifty-one (51) participants from the original sample were assessed for motor development using the Peabody Developmental Motor Scales II (PDMS2). Comparisons were made between the PDMS2 classifications of the AHEMD-SR quartile groups. Results supported the primary hypothesis, that is, less favorable motor development was associated with less availability of home affordances. Furthermore, the interaction of (factors) Inside Space and Variety of Stimulation was significantly related to both Gross and Total Motor Development scores. The findings of these two studies suggest that the AHEMD-SR is a valid and reliable instrument for assessing how well home environments afford movement and potentially promote motor development.Item Development of a comprehensive reporting system for a school reform organization: The Accelerated Schools Project(Texas A&M University, 2006-04-12) Stephens, Jennifer AnneGiven the conflicting research results on the effectiveness of whole-school reform models (Nunnery, 1998; Stringfield & Herman, 1997; American Institutes for Research, 1999; U.S. Department of Education, 2004), there is a need to focus on the evaluation procedures of whole-school reform organizations. Because the ultimate goal is to improve school performance, it should also be a goal of each whole-school reform organization to design a comprehensive data collection system to evaluate each school??s performance. A comprehensive reporting system was developed for a school reform organization, the Accelerated Schools Project (ASP). Using the steps of the research and development process recommended by Borg and Gall (1989), this study: (a) developed a theoretical framework for the reporting system, (b) identified data that should be collected in the reporting system, (c) performed a field test with an expert panel of educational professionals, (d) developed a preliminary form of the reporting system, (e) performed a main field test with principals and coaches in the ASP network, (f) reported field test results, (g) revised the preliminary reporting system, (h) developed a website for the reporting system, and (i) provided recommendations for the completion, dissemination and implementation of the system in accelerated schools across the nation. This study has important implications for both the ASP community and for the entire whole-school reform community. For the ASP community, the reporting system could be used: (a) to collect data in all accelerated schools across the nation (b) as a longitudinal database of information to monitor data on each ASP school, and (c) to generate school summary reports on ASP schools. These data will assist researchers in measuring the effectiveness of the ASP model on student achievement and other important variables. For the whole-school reform community, the method used in this study could be replicated in other school reform organizations to develop a comprehensive reporting system. By providing consistent data for school reform organizations to evaluate the impact of their models on students and schools, educational researchers will be better equipped to understand each model??s impact, and thus will better understand the diverse research results on school reform effectiveness.Item Development of a culturally appropriate process for assessing distance learning readiness in Latin America(2009-05-15) Villalobos Pe?alosa, PatriciaThe purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank?s (2001) cultural elements and Hosfstede?s (1984) cultural dimensions. Using Bank?s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede?s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society.Item Enhancing Learning through Assessment: Case Study using feedback from a Human Dimension Survey(2010-01-14) Windham, Marian K.The Department of Wildlife and Fisheries Sciences at Texas A&M University is in the process of developing an assessment plan for measuring and evaluating each academic degree program (including student learning outcomes) in order to achieve objectives for institutional effectiveness. Assessment is a necessary component of any truly dynamic and progressive educational program. Assessment by evaluation can enhance student learning as well as augment instruction given by the professor. It also allows professors to determine which students reach or exceed learning targets and inform them so students can work to improve their weaknesses. Because there is no assessment plan currently in place for Texas A and M University's Department of Wildlife and Fisheries Sciences, I evaluated results from a previously developed survey that had been given in multiple years to students enrolled in Wildlife Conservation and Management (WFSC 201), an entrance level course of the department. In 2008 I administered the survey to students enrolled in WFSC 201 and to senior-level students enrolled in Conservation Biology and Wildlife Habitat Management (WFSC 406), an upper level course, to evaluate undergraduate students' beliefs on various wildlife issues, interest in animals, and knowledge status of endangered species. The research presented in this thesis contributes a general overview of assessment as it relates to undergraduate degree programs in wildlife and fisheries sciences. The focus was in particular to the evaluation of student conservation issues, animal interest, and species knowledge as it relates to student background (student classification, gender, hometown population size, and participation in youth groups. The results from analyses of responses to specific questions from a survey administered to undergraduates in the Department of Wildlife and Fisheries Sciences at Texas A&M University suggest that conservation beliefs and animal interest were highly correlated with gender and hometown population size. Students responding as males and having small hometown population size were more concerned about issues related to land or wildlife usage by humans and students responding as females and having large hometown population sizes were more concerned about issues related to habitat degradation and species viability. Males were also interested in mostly game species and females were interested in those of conservation, domestic, and herptiles. Lastly, the results from the knowledge question suggest that males attain and retain more knowledge of endangered species over females, and this relationship remains the same in non seniors and seniors. These results should be useful to the faculty currently and in the future as they develop an effective departmental assessment plan for the Department of Wildlife and Fisheries Sciences at Texas A&M University.Item Granger Lake Sedimentation and Watershed Conservation Implementation Assessment(2012-02-14) McAlister, JasonSedimentation rates for many Texas reservoirs may be skewed by overstated estimates of design capacity and assumptions perpetuated through subsequent volumetric surveys. Multi-frequency reservoir surveys offer the means by which we may improve existing reservoir data and validate historic sedimentation rate estimates. To demonstrate application of this technology and value of its data derivatives, a multi-year, multi-frequency acoustic survey of Granger Lake, located in Williamson County, Texas was undertaken. Objectives of the study were to use hydro-acoustic survey techniques to verify assumptions of original reservoir capacity, examine the general accuracy of previously derived sedimentation rate, and document conservation implementation effectiveness. The intended benefit of these pre and post-watershed conservation implementation project surveys was to provide a temporal snapshot of sediment flux. Specifically, these data would be used as a tool to quantitatively estimate project success or non-success in annual sediment delivery reduction to the reservoir. During the course of the Granger Lake Watershed Implementation project, Granger Lake lost on average 343 acre feet of water storage annually to watershed sediment contribution. Sediment profiling results indicate pre-impoundment design estimates were overstated, thus skewing subsequent sediment deliver estimates. Since the mid-1990's, an accelerating sedimentation trend is apparent. Conservation implementation is not plainly responsible for the decrease in sediment delivery, and in fact may be undetectable for the foreseeable future. The study illustrates the value of examining previously established reservoir sedimentation estimates and assumptions of reservoir life based on design capacity estimates and routine volumetric surveys. Insights from this research highlight the importance of validating historic reservoir survey data and significance regarding its use in quantifying historic and future conservation effects, or other reservoir sustaining strategies.Item Hitting the Road towards a Greater Digital Destination: Evaluating and Testing DAMS at the University of Houston Libraries(2015-04-27) Thompson, Santi; Wu, Annie; Weidner, Andrew; Watkins, Sean; Prilop, Valerie; Vacek, Rachel; University of HoustonSince 2009, the University of Houston (UH) Libraries has digitized tens of thousands of rare and unique items and made them available for research through its UH Digital Library (UHDL) based on CONTENTdm. Six years later, the need for a digital asset management system (DAMS) that can facilitate large scale digitization, provide innovative features for users, and offer more efficient workflows for librarians and staff has emerged. To address these needs, UH Libraries formed the DAMS Task Force in the summer of 2014. The group’s goal was to identify a system that can support the growing expectations of the UHDL. This presentation will focus on the two core activities, needs assessment and DAMS evaluation, that the task force completed. The key portions of the needs assessment include: the process of literature review on DAMS evaluation and migration; research on tools utilized by peer institutions; and library stakeholder interviews. The presentation will then cover how task force members compiled the results of the assessment to establish DAMS evaluation criteria. The evaluation process consisted of an environmental scan of possible DAMS to test, the creation of criteria to narrow the list of DAMS down for in-depth testing, and the comprehensive testing of the DSpace and Fedora systems. The presentation will conclude with a discussion of the task force’s results as well as the lessons learned from the research and evaluation process. It will also reflect on the important role that collaboration, project management, and strategic planning played in this team-based approach to DAMS selection.Item If You Build It, Will They/Should They Come? Implementing PlumX at Baylor University(2017-05-25) Peterson-Lugo, Billie; Baylor UniversityIn 2014, the Baylor University Libraries subscribed to PlumX, an altmetrics solution provided by Plum Analytics (then owned by EBSCO and now owned by Elsevier). This 24x7 presentation will provide an overview of how we implemented PlumX at Baylor, using data from Baylor's Institute for Research and Testing, Scopus, Academic Analytics, and ORCID for the initial population of PlumX; cleaned up data issues after the initial implementation; and identified specific faculty and departments to use for initial review and feedback. The presentation will end with a summary of the faculty feedback, identification of some issues to be addressed, and a description of the future direction of PlumX at Baylor.Item Increasing creative fluency in organizational environments: A comparison of the relative impact between environmental factors(2009-05-15) Wurtz, WilliamChanges brought about primarily by accelerating information technology have elevated innovation to the forefront of organizations? strategic concerns as the only sustainable competitive advantage. Innovation in turn requires organizational environments where creativity is supported and fostered. The vital initial step in an effective change effort to bring about more creative organizational environments is to conduct an assessment. However, no new creativity assessment instrument has been developed in over two decades. This study presents the findings from a new organizational creativity assessment instrument, supplemented with data from a qualitative data-collection process involving in-depth interviews with a few representative employees from each organization. The development of the instrument draws upon recent creativity literature, primarily theoretical and anecdotal, resulting in 28 questionnaire items. Each item represents a potential environmental influence of creativity in a particular organization. One subset is physical or tangible environmental factors, such as the building where people work, as well as less tangible factors, such as ?management response.? The instrument was administered in four different organizations in four different industries in an effort to begin to determine the utility of the instrument (n = 81). The results from the different organizations, including straightforward statistical tests, facilitated comparisons of differences in the amount and type of creativity supports between organizations. The qualitative data provided a check of confirmatory detail to the quantitative results, as well as providing rich contextual detail. A factor analysis was conducted on the overall results in order to determine if there was a possible underlying structure to the multitude of variables included in the survey instrument. The analysis revealed five factors, Creativity Management Process, Cultural Support Mechanisms, Organizational Inputs, Discussion Stimuli, and Organizational Helpfulness. Overall, the major conclusion is that the instrument is a potentially useful tool warranting further development and refinement and, ultimately, a full test of its validity and reliability. Also, the qualitative data added valuable context to understanding an organization?s creativity culture, as well as providing confirmatory support for the survey findings. An additional finding is that physical aspects of the environment were not recognized as significant factors in influencing organizational creativity.Item Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment(2012-10-19) Brown, IrvingThe overarching goal of this dissertation research was to develop and measure the psychometric properties of an instrument to assess preservice teachers? content knowledge of the function concept embedded in contextual problems. This goal was accomplished through two research projects described in two central chapters. Chapter II reports on the collective case study that was used to pilot test the instrument and Chapter III details the rationale used in item selection and the psychometric properties of the new instrument. Unlike existing research studies that examine a broad range of function related topics using various forms of symbolic, tabular, and graphical representations as the basis for questions and problems, this study focused solely on function problems immersed in various real world contexts. Since this is not a common approach to measuring content knowledge of the function concept, the existing instruments in published studies were not found to be suitable for this specialized purpose. The psychometric measurements of the instrument did not suggest that the instrument was valid or reliable so more research will be required to validate the instrument. However, based on the preliminary results from testing, several potential suggestions can be made to teacher educations programs. Inferences drawn from the mathematical problem-solving cognition will aid in the development and validation of future instruments to assess preservice mathematics teachers? knowledge of how to connect their knowledge mathematical concept of function to a contextual setting.Item Putting the Puzzle Pieces Together: Forming UH Libraries Digital Preservation Landscape(2015-04-28) Thompson, Santi; Krewer, Andrew; Wu, Annie; Manning, Mary; Spragg, Rob; University of HoustonAs more institutions digitize rare and unique materials and acquire born digital objects, the need for a robust and sustainable digital preservation program is critical for long-term access to this content. In the summer of 2014, the University of Houston Libraries established a Digital Preservation Task Force to create a digital preservation policy and identify strategies, actions, and tools needed to preserve digital assets maintained by UH Libraries. This presentation will outline the digital preservation policy tool kit being used by the task force to generate a digital preservation policy and develop a digital preservation system. A substantial portion of the presentation will focus on the creation of the digital preservation policy for UH Libraries. The task force selected the Action Plan for Developing a Digital Preservation Program as a model to draft the policy. Conforming to the OAIS Reference Model and the Trusted Digital Repository guidelines, this document guides institutions through the creation of a high-level framework for digital preservation, drafting local digital preservation policies and procedures, and identifying resources needed to sustain a digital preservation program. Presenters will describe how they used this tool to generate digital preservation documentation and will share portions of their work to date. Additionally, the presentation will focus on the methods used to identify potential digital information systems to assist with the preservation process. Presenters will outline the process of selecting three potential systems to evaluate and share the task forces results from testing one system. The presentation will conclude with recommendations from the task force and a discussion on how others can apply the methods used by UH Libraries to implement a digital preservation solution for their materials.Item Self- Versus Informant Reports of Posttraumatic Stress Disorder: An Application of Item Response Theory(2012-09-27) Fissette, Caitlin 1984-As men and women return from serving on the frontlines of Operations Enduring Freedom (OEF; Afghanistan) and Iraqi Freedom (OIF; Iraq), many struggle with emotional or behavioral difficulties stemming from the stresses of battle. However, research has shown that these service members may be unwilling or unable to recognize or report such difficulties due to such factors as amnesia, avoidance, or cognitive impairment. Hence, the burden to recognize distress and encourage treatment increasingly falls on peers, friends, and especially intimate partners. Given that this responsibility is often placed on significant others, it is imperative to determine which symptoms are amenable to detection by informants and which are not. The current study examined the ability of female spouses of Vietnam veterans to report on various indicators of posttraumatic stress disorder (PTSD) using the Mississippi Scale for Combat-Related PTSD. Item response theory (IRT) analyses were conducted with a dataset composed of both self- and informant reports using the same items regarding the same individual in order to examine the item-level properties. Results from these analyses indicated that the ability of both spouses and veterans to detect PTSD symptoms varies across item content and that items themselves do not relate equally to, or become diagnostic at the same level of, PTSD. Overall, veterans showed greater sensitivity to their own symptoms and were able to provide more information than their spouses for nearly every item rated by independent experts to be overt or covert. However, some items provided greater information when endorsed by the spouse versus the veteran even though, consistent with the majority of other items, these items were endorsed by the spouse only once the PTSD symptoms had reached greater severity. Implications of these findings as well as future directions for research regarding observer reports of PTSD symptomatology were explored.Item Session 11 | Enhancing and Assessing Teamwork through an Open Educational Resource(2021-03-11) Clark, Andrew; Singh, MichelleThis presentation describes the creation of the OER and challenges faced around universal design principles. In addition, the presenters will describe the method of assessment for the OER and highlight results showing its impact as well as the contribution of the OER toward the strategic objectives of the Quality Enhancement Plan and the university as a whole. Data from focus groups with the PALs will also be presented to give insight into the usefulness and effectiveness of the OER from both learner and instructor perspectives.Item Session 13C | The OER Equity Blueprint: Work from the Driving OER Sustainability for Student Success Collaborative(2021-03-12) Karoff, RebeccaThis interactive session will introduce participants to the OER Equity Blueprint, developed by the Driving OER Sustainability for Student Success Collaborative. It also will allow participants to delve more deeply into the equity dimensions of OER, including time spent applying the rubric to their own institutional contexts.Item Session 14A | Assessing the Efficacy of OER in Lifelong Learning Competencies(2021-03-12) Kelley, CaitlinBeginning in September 2020 OER scholars from multiple institutions across the state of Oklahoma were funded by the Institute of Museum and Library Sciences for a three-year research project to research and develop a toolkit for assessing the efficacy of OER in developing lifelong learning competencies. The goals for the toolkit included providing a robust research methodology for evaluating the efficacy of OER and increasing the diversity of the populations included in OER efficacy studies. In this presentation, the authors will present initial findings of a literature review to identify lifelong learning competencies. Participants will learn how they can give feedback throughout the project and follow the project's progress. The presenters will lead a discussion on how applying a lifelong learning perspective changes the creation and distribution of OER.Item Session 15B | Strategies for Assessing an OER Incentive Program(2021-03-12) Santiago, Ariana; Burns, SamThis workshop will share and discuss strategies for assessing an institutional OER program, drawing upon the strategies used at the University of Houston. The presenters will facilitate interactivity encouraging attendees to reflect on their personal and institutional OER goals to inform the selection of appropriate assessment methods. Attendees will gain an understanding of the variety of assessment strategies available for evaluating institutional OER programs, with considerations for local applications. This workshop will have relevant takeaways for those with a role or interest in OER grant or incentive programs, as well as course instructors with an interest in evaluating the impact and effectiveness of OER.Item Session 2F | Building Competence, Building Trust: Creating Culturally Competent (Re) Description in UTSA Special Collections’ Digital Collections(Texas Digital Library, 2021-05-25) Barrera-Gomez, Julianna; Franklin, AlyssaThe concept of “culturally competent‚Äù description has been a very timely discussion point as GLAMs have been grappling with how to approach legacy descriptions that are often insensitive, offensive, or even blatantly racist or hurtful. In 2020, UTSA Special Collections staff dedicated time to exploring our legacy collections and critically evaluating the content and language we found. We will share how we collected knowledge on cultural competency and dismantling white supremacy from archival work, conducted a review of images and descriptions from a large legacy photograph collection, and created a path for reparative (re)descriptions that incorporate community feedback.