Authors Last Updated: Sep 4, 2008 - 11:09:12 AM


James L. Williams
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James L. Williams is an adjunct faculty member with Troy University, the Covington Georgia campus. He is the former Director of the GED Testing Center at the University of the District of Columbia. In this capacity, he was responsible for the overall administration of a national standardized test. Prior to going to the University of the District of Columbia, James served as Assistant Director of Academic Affairs at Georgetown University where he was responsible for awarding degrees for each of the university’s 44 graduate degree programs.

James has performed a number of administrative and faculty positions to include American University, Flint River Technical Institute and Fort Valley State University. Mr. Williams is concluding his eleventh year in higher education and he has earned a B.S. degree from Georgia Southern University, a M.S. degree from Fort Valley State University and he’s concluding a doctorate degree at Argosy University/Washington DC campus.

Mr. Williams is married to the former Janine Tarver of Plainfield, NJ. They have one daughter; Jayla Nicole Williams (3).



Author Articles


Empirical Research
Assessing Student Achievement the Right Way: A Study of Practicing Teachers
Reviewed By James L. Williams
Volume 5 - Issue 3
Oct 17, 2007 - 10:02:14 AM

This study was designed to measure the opinions of practicing teachers regarding the most effective assessment methods for measuring student achievement in K-12 public schools. The subjects were practicing teachers from 14 public school districts in the state of Georgia. Each participant was enrolled in a masters degree program at a satellite campus of Troy University. The study was descriptive in nature and the researcher used a mixed-method to collect data. A researcher-developed instrument was administered to each student. The study was conducted between June 2006 and June 2007. The findings revealed that the participants were similar in their view of current assessment practices.

Empirical Research
Assessment of Student Learning Practices: The Perceptions of Faculty Members andAdministrators at A Public University in The University System of Georgia
Reviewed By James L. Williams, Ed.D.
Volume 4 - Issue 2
Feb 12, 2007 - 3:08:58 PM

Abstract

This study focuses on the findings of a researcher-developed instrument designed to measure the opinions of faculty members and administrators regarding assessment practices of undergraduate student learning. Under this study, the opinions of selected faculty members and administrators at a public university in the University System of Georgia were measured to determine the most important assessment practices of undergraduate student learning. A mixed method was used to collect data to determine the extent of the differences in opinions between the two groups. The design of this study was quasi-experimental in nature and a mixed method (quantitative and qualitative) was used to collect the data. The findings from the study indicated that undergraduate education uses a variety of assessment practices to measure student learning. Data collected under the study revealed that administrators and faculty members have varying opinions regarding the most important and appropriate assessment practices. Administrators and faculty members did agree that assessment should not be linked to funding and accreditation. Findings also revealed the two groups agreed that research papers, assignment of grades, oral reports and the written reports are the most important assessment practices.

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